As a teacher, it is always necessary to prepare lesson plans, which help to carry out teaching activities smoothly and effectively. So what kind of lesson plan is good? Here are 6 role play lesson plans that I have compiled for you, welcome to learn and reference, I hope it will help you.
Activity Objectives
1, so that children initially understand the work of doctors and nurses, and recognize several commonly used medical equipment: stethoscope, thermometer, infusion set, syringe.
2. Educate children to be hygienic and prevent diseases.
Activity Preparation
Several commonly used medical equipment: stethoscope, thermometer, infusion set, syringe. Hospital logo, white coat.
Activity process
1, talk before the class, arouse children's interest in the hospital, and put forward the requirements of the game.
(1) What do people do when they are sick? Where to go to see the doctor to cure?
(2) Who sees the sick? Who cares for the sick?
(3) Recognize the hospital signs, recognize the doctor stethoscope, thermometer, and see how to use.
2, please 3~5 children game, according to their own wishes to negotiate the distribution of roles (doctors, nurses, patients).
3, the doctor, the nurse put on the hat, waiting for the patient to come in, invite a few children to see the patient, encourage children to be brave and work closely with the doctor.
4, the game guide.
Teachers focus on guiding the doctor in accordance with certain procedures to the patient "see a doctor".
(1) first to the patient registration, queuing.
(2) The doctor warmly asks the patient what is wrong. The doctor will carefully use the stethoscope and other instruments to treat the patient.
(3) The nurse cares for the patient, educates the children not to see the injection as a terrible thing, and understands the hard work of the nurse.
5, change roles, the game continues, other children to observe, and take turns into the hospital game.
6. At the end of the game, the teacher praised the doctors and nurses for their good service.
Feedback
Through this activity, the children initially understand the work of doctors and nurses, recognize some medical equipment, individual children's fear of the hospital gradually eliminated. In the activity, individual children will keep forgetting what the instruments in their hands are for, and the teacher will give appropriate reminders. Some children were afraid of injections even if they were fake. Through this activity, some children felt that injections were not very scary. The children through this activity also deepened the awareness of disease prevention, the goal is basically complete.
Role Play Lesson Plan Part 2
Task 1 Concept and Characteristics of Role Play
I. The Concept of Role Play
Role play is a game in which preschool children, according to their own wishes, imitate and imagine, with the help of real or alternative materials, creatively reproduce the social life around them by playing roles and using language, movement, expression, etc. It is also called symbolic play. It is also called symbolic play. It arises when children are 2 or 3 years old, and reaches its peak in the late preschool years, after which it is gradually replaced by regular games.
Second, the characteristics of role play
(a) the characteristics of role play representation
The essence of representation is that the preschool children to express the meaning - ideology.
These "imaginary" activities in play are very "real" for young children.
(B) autonomy and creativity
Role play is the preschool children's own game, according to their own life experience and interest in the need to choose the theme, role, materials, the process of the game free to switch the plot and the development of the contents of the game, so that their own initiative and creativity in the game to be fully embodied. These creativity is also the germ of future creative activities.
(C) the social character of role play
Role play is not only the preschool children's experience of real life, but also the preschool children's simulation of the life of the human society, and often contains some kind of preschool children's expectations of the adult society.
Third, the special significance of role play for children's development (information search)
(1) Role play has the uniqueness of the developmental value of the game.
First of all, it brings great joy to young children and plays an important role in the development of their positive emotions, initiative and independence. Secondly, in role play, children's unique imaginative activities open up a wide space for children's creative play and development, and promote the development of cognitive ability. Once again, role-playing in the game strongly promotes children's socialization process and promotes the formation of good character and behavioral habits. Finally, in role play, speech is also developed.
(2) Role play has the comprehensive nature of the value of game development. Role play is a comprehensive practical activity for young children to obtain the development of movement, language, emotion, cognitive social and other aspects, which comprehensively promotes the realization of the developmental value of the game.
Reflection question: Briefly describe what I understand by role play.
Task 2: Organization and guidance of role play
I. Organization of role play
(A) Preparation for the game
1. Enrich the preschool children's life experience, increase the impression of real life, and broaden the source of the content of role play.
2. Provide suitable places, equipment and rich toys and game materials to create material conditions for preschool children to carry out role play.
3. Provide sufficient free time to ensure that preschool children's role play is carried out in depth.
(B) the process of the game
1. Observe the performance of preschool children in the game, to provide a basis for targeted education.
2. Observe children's game activities, understand the real level of children's games, to provide a basis for evaluation and guidance of preschool children's games.
3. For the level of pre-school children of all ages, seize the main links of the game, and help pre-school children to organize and carry out the game with indirect guidance methods
The game should be noted
1.
2. Seize the main aspects of the game, combined with the developmental level of preschool children to help preschool children to carry out the game Adults should encourage children to come up with the theme of the game according to their own wishes.
Teachers should help preschoolers assign and play roles in the game.
(C) The end of the game
1. End the game
(1) the end of the time
Teachers should end the game when the nature of the child's play has not yet been low, which can make the preschool children to continue to play to keep the motivation. The duration of the preschool children's activities is generally: 5-10 minutes for the small class; 15-20 minutes for the middle class; and 25-30 minutes for the large class.
(2) Ways to end
"It's dark," "Off duty," "Closing time" to end the game.
(3) the reason for the long time
① a game plot is long, resulting in a long time, such as "doll hospital".
② The preschooler's interest in the game is high, so let the preschooler repeatedly play the game for a long time.
2. Packing up and organizing
(1) The teacher is mainly in the side of the guidance, according to the different ages, the pre-school children to pack up the toys of different requirements. For example, a small class can put some slightly larger things away; a middle class can put basic teaching aids back into their original position; a large class has been able to classify teaching aids and put them away.
(2) When making requests, the teacher takes the role of the character in the game, which will have a good effect.
3. Evaluation of the game
(1) The small class can be evaluated by the teacher, so that the preschoolers simple evaluation. Mainly to encourage, praise the preschool children of a certain behavior .
(2) in the middle and large classes by the teacher and preschool children *** with the evaluation, which can improve the preschool children's ability to analyze, learn from the strengths of others, correct their own shortcomings, which will help further improve the quality of the game.
Second, the observation and guidance of children's role games in large, medium and small classes
(a) the guidance of children's role games in small classes
The level of thinking of children in small classes is in the stage of transition from perceptual-motor to intuitive-imaginative. The role of the small class is mostly a separate game and parallel game.
(1) There should be fewer toys, but more of the same kind of toys
(2) Teachers should be more involved in the process of the game, and guide the children through the verbal communication between the roles by the guidance of the parallel play method and the cooperative play method.
(3) Teachers should harmonize the relationship between roles and reality in the process of game instruction to reduce the interference of the conflict of reality on the game.
(4) At the end of the game, it is appropriate to use emotional evaluation, and lead the children to organize the site to cultivate good play habits.
(2) The guidance of role play for children in the middle class
Children in the middle class are most interested in roles, but they are not good at assigning roles only on the basis of their personal desires, and they are beginning to move towards partnering and cooperative play.
(1) Guide and encourage children to come up with themes independently, develop the ability to resolve conflicts independently through negotiation, and positively remind the development of collective consciousness.
(2) Teachers participate in the game as a role model to enhance the creativity of children's role-playing and the novelty of the game content.
(3) At the end of the game, children are attracted to participate in the evaluation, guiding reflection, and cultivating observation and social interaction skills.
(3) The guidance of role-playing for older children
The level of role-playing for older children has increased significantly, with the focus of attention on the rules of the game and the degree of realism of the role-playing, a clear theme of the game, strong independence, and a budding ability to reflect on and evaluate role-playing.
(1) More direct instruction methods are used, trying to introduce real-life authenticity in the game and keep the imagination reasonable
(2) Children are instructed to take a consultative approach, to independently carry out cooperative play and problem solving, and are encouraged to make their own toys in line with the theme.
(3) Guiding children to align external words and actions with internal motivations, deepening the theme of the game, and grasping real-life relationships at a deeper level.
(4) The evaluation at the end of the game guides children to reflect on the profundity of the theme and content, mental activities, with the ultimate goal of adapting children to social life.
Reflective questions:
Combined with the kindergarten apprenticeship or preschool children's role-play observation activities, prepare a preschool children's role-play guidance program
Task 3 Evaluation and design of preschool children's role-play
I. Evaluation of preschool children's role-play
Name of the game: Class: Instructor: Observer: Date of observation. Time:
Evaluation form of role play ability of preschool children
Role Play Lesson Plan Part 3I. Situation Analysis
After nearly a year of play, the children in the early stages of primary school already have a strong interest in role play. Throughout the game, they will be immersed in their own imagination, pleasure to play: the doll's house mother will cook for the doll, build a bed, but also come up with a diaper change for the doll, for the doll to take a bath, hold the doll to see the doctor, busy; the doctor in the hospital is often based on their own personal experience for the patient to see the doctor, prescribe medication. This period is also very easy to find in the game of small children will appear some new themes - these "new themes" often from a new plot: for example, to temporarily build a park for the dolls to visit, play; to have a car to ambulance patients; to eat! "KFC" need restaurant ...... children's games with the development of the plot, the creation of the material conditions of the game requirements continue to increase, and gradually transformed the small class at the beginning of the phenomenon of what toys to fiddle with what, play what plot: they will be occasionally They will occasionally ask for "soap", "a door", "bathtub" ...... Therefore, at the end of the small class in this game Encouraging children to find alternative toys and to develop their own play scenarios can help them increase their enjoyment of the game.
The goal of the game
1, know the role they play in the game, will do in the game - some of the things that match the role.
2. Try to use some alternative toys according to the needs of the game, and play according to the will.
Three, game preparation
1, provide the existing more realistic toys. Due to the age of young children, such toys to provide many, because the children are based on the toy to play.
2. Provide a box with a variety of blocks, boxes, ropes and other items for children to find alternative toys during play.
Fourth, the game process
1, free choice
Small children choose the theme is often based on toys. There are also some children who decide on roles based on their interest in a particular character and their familiarity with a particular play scene. The vast majority of children are toys, in the process of the game little by little to put together the content of today's game, in the process of "put together" with a great deal of arbitrariness, so the teacher in the game before the child to constantly give the children some questions: "Think about where you want to go today to play? What are you going to do?" Although these questions are extremely brief, they can gradually help the child to form some purpose for the game.
2, independent development
Due to the age of young children, they are often in the process of the game, in the teacher's constant questions "What do you do today?" Found that the existing toys in the lack of this lack of that, because there is no "alternative" experience, they often appear two kinds of situation: one is to give up, the second is to empty gestures instead, this time, the teacher how? What should the teacher do? No, teachers should encourage young children and provide young children with "alternative" toys for them to fully play, such as: the game process "barber" in the doll washing his hair, while washing and said: "I give you some soap, you close your eyes closed well! " At this time, her hands
nothing; also, for example, the doll's mother held the child wanted to go to the park, but after walking out of the mother said to himself, "Oops, the car did not, we will go again later!" ...... in similar scenarios if the teacher can take the initiative and young children *** with the search for "a piece of soap", together to build a public **** car, can make young children play more happily. At the same time, it also gives the children a message: "The game does not have something, you can build it yourself, there is no place, you can open it yourself."
In the process of the children's independent development of the game teachers in addition to the initiative to provide children with alternative toys, actively encourage children to look for alternative toys, but also should be good to find the end of the small class of young children to find their own alternative toys: such as, build their own bathtubs, their own fence, their own planted flowers ...... teacher's appreciation of can The teacher's appreciation can further encourage the children to stimulate the children to reflect their lives creatively.
3, spontaneous communication
At the end of the game, the small class of children most accepted is to reproduce the scene of the game. When children see the barber store with "soap", dolls can "ride" to the park, mom bought a "bathtub" will not be able to stop clapping. Therefore, the teacher fully affirmed these "alternative objects", highlighting its usefulness, not only to obtain the recognition of all the other children, but also to lay the foundation for future games, so that the children in the game can really go to the creative reflection of life.
Role play lesson plan Part 41, the game observed
Snapdragon inserted a gun with a gourd Jaeger, Xinxin inserted two circles, face to face to compare. After a while, Xinxin cried and shouted, "You hit people, you're a bad huckleberry." At this time a couple of girls said to me, "Qiqi also hit me." "He hit me too." ...... The tattle-tale is growing.
2, the game's analysis and promotion
In the role of the Huluan Wa role game we found that the children, although they like to perform Huluan Wa, but only limited to imitating Huluan Wa to fight the movement of the demons, and the movement is too big, will not take into account the surrounding small companions. How to avoid hurting their peers? This is a problem that should guide young children to think and must be solved.
3, guide the activities of inquiry
In the game children can find problems, there can be a solution to the problem, so we guide the children to explore the problem together to solve the way.
(1) We invite children to watch the cartoon "King Kong Hulu Wa" carefully, and ask them to discuss: Hulu Wa has not touched their companions, how do they get along? Secondly, we guided the children to think about how not to touch and hurt their companions. Integrate the issues in the game into health education.
(2) create the appropriate regional environment, so that children to meet the desire to perform, show themselves. We set up a small stage next to the structural area and put up the banner "I am the best gourd baby" for the children to perform one by one, and the other children can voluntarily be the small audience. The children were very enthusiastic and changed their movements every day.
4, problem solving
The children are very excited about the construction of the small stage, one by one on the "stage" to show: language Zhe two hands * waist, twisting the little buttocks to come, said: "I'm a model of the huluwa will go." Changchang said: "I'm a huluwa that can spit fire." Then he drew a lunge, stretched his arms back, and puffed out his cheeks and "Hoo-ah." Teacher and peer applause, words of encouragement, so that they fully experience the joy and satisfaction, and know the rules of the game, since then no strife. Also know how to observe discipline, now, as long as the teacher shouted: "Huluwa listen to the order! ......" the children immediately responded to the voice.
role game lesson plan Part 5A situation analysis
By the small class came up to the children after a summer vacation, there is a strange feeling between each other. Small children in the first game for the new environment will have a lot of unfamiliar: dolls house, hospitals, public **** car in the end where to play it? Which toys and blocks are for the doll's house? Which should be the hospital?
In the process of role-playing, small children still retain many of the age characteristics of the small class, to interact with objects, then how to treat the attitude of objects?
Just out of the small class of young children to start in the game to choose the theme, to find the theme of the place to play, but also will be simple to build their own play environment, this is not easy for young children, it takes a longer time, a longer process.
The requirements of the game
(1) Familiarize themselves with the game environment, know where the theme they chose to play, and know how to simply build their own play environment.
(2) They can treat toys with the right attitude.
Three, game preparation
1. Materials provided: a variety of blocks, the theme of the toys, such as dolls house gas stove, bowls, chopsticks, etc., hospital stethoscopes, tongue depressor.
Enrich the experience: (1) guide children to recall the existing life experience, such as the store is walled, the hospital is also walled. (2) Use visits and other methods to deepen children's impression of life. (3) Guide the children to recall the existing life experience, know to take care of toys, because the doctor in the hospital to take care of their own medical equipment, the doll's house mother will take care of the supplies at home.
Explanation
Role play is a kind of game for young children to reflect the real life, and young children's reflection carries a certain degree of creativity and a certain degree of imitation, so through countless recollections and discussions, young children can further understand the life and feel the life before or after the game.
Fourth, the game guide
1. and young children *** with the discussion of dolls' houses, hospitals, barber stores, public **** car and other themes to play. Place to establish the theme of the environment.
2. Introduce children to the blocks and toys in the classroom.
Description
The children will have a certain demand for the existing theme toys after the role play in the small class, so that the children's full willingness to choose can promote the development of the children's play.
3. Observe the game, *** enjoy the game, guide the game.
①Focus on observing children's choice of toys
Description
The number of toys chosen, correct or not reflects the strength of the children's sense of role, in the face of the children's choice of teachers should not be in a hurry to judge, the age of the children sometimes forget their own role in the identity of the toys to blindly attracted by the toys, manipulation of the toys, and also the children will be purposeful to pick up the toys with their
The children will also have to choose their own role to match the role of the toys.
Role matching toys, and in the game well used, see these scenes, the teacher really have to show their appreciation, so that the children play more vigorously.
② Focus on observing children's choice of blocks
Explanation
To build their own play environment is not every gamer has the will to do so, nor does it come from every gamer at the beginning of the game, young children sometimes find in the process of playing, "Hey, how come there is no wall between the doll's house and the hospital? " So one of the children will go to a corner and carry a lot of blocks to build a wall, which is a great thing, and the teacher should be happy for him from the bottom of his heart.
However, there are many times when a game is played and no one cares, and no one thinks of building a wall, and this is normal, and it needs to be guided.
③ Focus on observing children's toys
Explanation
Children's choice of toys always has her (his) certain reasons, when the toys to the children a fixed basket, it is good for the development of children's attitude towards toys.
4. Communicate and evaluate
①Reproduce: Reproduce the good play episodes in the toddler's games, such as the toddler choosing toys according to his/her own role and using the toys well; such as the father of the doll's house realizing that his home and the hospital are connected, so he built a wall in his home; such as the doctor in the hospital putting the toys of the hospital in a neat and tidy manner.
Description
Reproduction can be situational reproduction, can also be reproduced through language, reproduction communication can make the early small class of young children have a more intuitive impression, easy to accept, so this way should be used more, more reinforcement.
② Question: Teachers ask questions in character.
Such as, I was a patient originally in the hospital to see a doctor, but walking walked from the hospital to the doll's house, this is how it is? If I am a customer to get a haircut, see the barber store uncle holding a stethoscope in his hand, etc., young children will be in this kind of problem before thinking, this thinking may last a long time, but this is very normal.
③ show the way to introduce children to the theme of the basket, guide children to know to choose toys, the correct use of toys, but also to put away the toys.
Role games lesson plan Part 6
I. Situation analysis
After the first stage, one person, one doll, two people, one doll to learn to be a mother and father, the role of young children's awareness of the initial sprout. They began to immerse themselves in the game, some of them are like a bottle of milk to the doll to drink milk, some hold the doll began to "scurry", and some will whisper to the doll "baby good". At the same time, most of the children already know that the fake spoon can not really be put into the mouth, and often use "this is fake ah" to illustrate the difference between their own play behavior and the reality.
Since October, seven dollhouses have been opened with an average of four to five children. However, it can often be seen that: some dolls' houses are crowded with 7 or 8 people, while others have only 2 or 3 people; some dolls' houses have several mothers and fathers; most of the dolls' house utensils are placed in a messy manner and scattered all over the floor; and at the end of the day, there is a lot of busyness that cannot be tidied up.
Description
In this period, the role of young children's awareness from nothing to bud, and gradually distinct, began to be able to deal with the relationship between true and false, not only in accordance with the role of the prescribed action to act, but also according to the reality of things and characters to deal with things, but the role of cognitive development is slower. Most children do not yet understand the relationship between characters, which is closely related to their cognitive development and life experience. Therefore, teachers need to take appropriate measures in this weak link.
Second, the game requirements
1. enjoy the game, boldly express "my home ......" "I'm so happy! ......".
2. Consolidate the game routine, learn to arrange and organize things.
Three, game preparation
1. Materials provided: seven dolls house tableware kitchenware, each set in a small basket.
Description
Small children's ability to take care of themselves, the ability to categorize, the ability to organize are poor, so in order to facilitate the children to grasp the items placed in the organization of the routine, to provide the materials should be easy for children to put, easy to organize.
2. Enrichment of experience.
(1) Observation: Who is at home?
(2) speak and do: "my home", the initial understanding of the logic of reality and the relationship between family members. For example: there is a father and a mother in a home; grandmother is mother's mother; grandmother is father's mother and so on.
Description
When children do not have a clear sense of roles, the level of role perception is low, teachers can design some activities to help children understand the relationship between family people.
(3) Observation: the arrangement of things at home, the arrangement of things in the classroom, so that children initially know that things should be arranged neatly.
(4) Inspire children to learn how to organize and arrange things: "How to put it steadily? How to put more clean? Such as: bowls and bowls stacked up, plates and plates stacked up; big things first, small things after the put and so on.
Description
According to the characteristics of small children, parents in the life of the parents to do more, the children's ability to do less, the teacher in addition to the provision of materials to strive for simplicity, but also to carry out some specific guidance to enrich the children's experience, and let go of the children to try to practice.
Four, the game guide
1. Free choice.
(1) Observe: the number of people in each doll's house.
Stratified guidance:
A. Where the doll's house of 2 to 4 people, to guide children into the game as soon as possible: how are you going to play?
B. For dollhouses with more than 4 and less than 2, discuss "What if there are too many/too few people?". . Encourage children to make choices according to the results of the discussion and their own ideas, such as: too many people can go to the doll's house with fewer people; too few people can invite more friends to come.
(2) Observation: tableware arrangement.
Guidance: Use the tone of the game to guide the children, "Moving to a new home, the first thing to do at home? (Pendulum swing good)".
Description
At this stage of the game, the play materials are gradually increasing, and the game is beginning to have a theme, which is different from the first stage of the game completely alone. Therefore, the initiation process is particularly important, the teacher should not only encourage children to choose freely, stimulate children's desire to play in order to prompt children to enter the game as soon as possible, but also to inspire children to learn some of the methods of conflict resolution.
2. Autonomous development.
(1) Observation: the situation of the doll's house and the distribution of the role of the children.
Guidance as needed:
A. When the doll's house appears to overlap again, the teacher can inspire: Which doll's house are you in? Who are you in this doll's house? Who else is in your family? Who is the father of this family?
B. When the children found two "dads", sometimes one of them will be busy to change the role of "brother", then the game continues; if the two "dads" are not in agreement, then draw lots. If the two "dads" are not in agreement, then draw lots, guess, or discuss during the exchange.
(2) Observation: children's game. How about role behavior? How about role awareness? Is there a plot unfolding?
Guidance:
A. Pretend to be a guest: Who are you? What are you doing? What else do you want to do? What else can you do? Nudging children to develop the repetition of a dress-up action into a role behavior. At the same time, stimulate children to produce new role behaviors. For example, when the teacher leaves the doll's house as a guest, the children say "goodbye". Teacher continues, "I'm in a hurry. Do you know where the bus stop is?" Toddler: "It's over there." Teacher: "I don't know where it is, why don't you give me a ride? Child: "Yes". After being sent out, because the theme of cars had not been opened, the children looked around and said: "Let me call a cab for you". In this way, the role of behavior a little rich.
B. For some of the lower level of children's play, the teacher can participate in the game direct guidance, from playing the main role of the mother to play the secondary role of the aunty, etc., so that the children from the specific reference to the independent game step by step.
Note
Because role-playing is an autonomous game for children, it is particularly random. Therefore, teachers should pay attention to observation in order to accurately grasp the children's level of play, play intention, in order to capture the opportunity to guide the development of the game.
3. Spontaneous communication to consolidate role recognition.
(1) Which doll's house are you from? Who are you? Who else is in your house? Members of the doll's house come forward and introduce themselves one by one, "I am ......"
(2) What are you happy about? Create a cozy atmosphere and share the joy of the game collectively. If there is a doll's house to talk about the birthday, you can ask the birthday girl to come on stage, sing "HPPY BIRTH-DAY", so that each child as if they were there, in the joy, but also to discuss "In addition to singing the birthday song, but also how to congratulate the birthday? (flowers, presents, gifts, etc.) (Flowers, gifts, cake, etc. A series of episodes ensue.)
Another example is that the phone call episode can be introduced to the child and the child listening to the conversation, "Hello, how are you ..." "Hello ...", the fun of the game again! The game's fun is once again to stimulate the children's enthusiasm for the game.
(3) Visit the doll's house, "Whose house is the cleanest", to encourage the doll's house that puts things and organizes things quickly and well.
Description
The game is also a joyful activity for young children's creative self-realization, so the teacher should be *** enjoyment for the purpose of focusing on a variety of emotional experiences of young children. In the early stages of the class, the main focus is on pleasant experiences. Teachers should try to create an atmosphere of "you are happy, I am happy, all happy at home" to stimulate children's desire to play again.