Summary: 1. The atmosphere stimulates children's desire to play again. For the purpose, we pay attention to children's various emotional experiences. In the early days of small classes, the main focus is on pleasant experiences. Teachers should try to create a "you are happy, I am happy, and everyone is happy at home" and encourage the children to place and organize items quickly and smoothly. Games are also happy activities for young children to realize their creative self. Therefore, teachers should use shared dialogues such as "Hello, hello" and "Hello" to rekindle children's enthusiasm for games through the fun of games. Visiting the doll's house, "whose home is the cleanest" and discussing "in addition to singing happy birthday, how else can you celebrate birthdays?". For another example, if a phone call scenario occurs, the introduced child can have a birthday party with the children attending the lecture. The birthday boy can be invited to come on stage and sing "-DAY" together, so that each child can feel like they are there, surrounded by joy, and can also sing one by one Introduce yourself, "I am" What are you happy about? Create a warm atmosphere and share the joy of gaming collectively. If there is a doll's house 2, mentioned. 3. Spontaneous communication to consolidate role understanding. Which dollhouse are you from? Who are you? Who else is in your home? The members of the doll family came forward to appear, so the randomness was particularly strong. Therefore, teachers should pay attention to observation in order to accurately grasp children's playing level and game intentions, so as to capture opportunities to guide the development of games, from mother to secondary role aunt, etc., so that children can progress step by step from specific reference to independent play. Because role play is independent play for young children. In this way, the character's behavior is gradually enriched. B For some children with low game level, teachers can participate in the game and provide direct guidance, starting from the main role, can you send it to me? .

Toddlers are "good". After being sent out, because there was no car theme, the child looked around and said, "Let me call a taxi for you." When he got home, the child said "goodbye." The teacher continues to guide, "I have something urgent. Do you know where the station is?" Children: "Over there." Teacher: "I don't know. Instruct children to develop a certain dress-up action repeated in 3. into a role behavior. At the same time, stimulate children to produce new Role behavior. For example: Teacher pretends to be a guest and leaves the doll. How is the character awareness? Is there any plot development? Guidance: A pretends to be a guest: Who are you? What are you doing? What else do you want to do? How else can you do it? The play continues; for example If the two "fathers" are at loggerheads, they draw lots, guess punches, or discuss during communication. Observation: Children's games. How do the characters behave? Who is the father of this family? B When the children discover the two "fathers", sometimes one of them will If a child knows how to change his character to "brother", he will play A. When there are overlapping people in the doll's house, the teacher can inspire: Which doll's family are you from? Who are you in this doll's family? Who else is in your family? Some solutions A contradictory method. 2. Develop independently. Observe: the situation of the doll family and the role allocation of children. Guidance on demand: is particularly important. Teachers must encourage children to make free choices and stimulate their desire to play. 4. Desire to encourage children to play as quickly as possible. Engage in the game, but also inspire the children to learn how to explain. At this stage of the game, the game materials gradually increase, and the game begins to have a theme, which is different from the completely alone game in the first stage. Therefore, friends come to start the process. Observation: Place the tableware. Guidance: Use a playful tone to guide young children, "I'm moving to a new home. What should I do with the things at home?" ".

What to do if it’s too little? ". Encourage children to make choices based on the results of the discussion and their own opinions. For example: if there are more people, you can go to a doll's house with fewer people; if there are less people, you can invite more friends to the doll's house. Guide the children to get involved in the game as soon as possible: How are you going to play? ?B For dollhouses with more than 4 and less than 2, discuss "too many people/try to practice." 4. Game guidance 1 free choice. Observation: The number of dolls in each family. Layered guidance: A has poor hand skills for children 2 to 4. In addition to striving to be simple in providing materials, teachers should also provide some specific guidance to enrich the children's experience and let the children taste it. Disc 5, Hedian Stack them up; put the big things first, the small things last, etc. According to the characteristics of children in small classes, parents have to take care of more things in life, and children's moving things must be arranged neatly. Inspire children to learn how to organize and place some items: "How to put them stably? How to put them more cleanly? For example: stack bowls and bowls to design some activities to help children understand the relationship between family members. Observation: Placement of items at home, items in the classroom The placement situation allows the children to initially know; grandma is mom’s mom; grandma is dad’s mom, etc. When children do not have a clear role awareness, the level of role cognition is low, and the teacher is acceptable? Talk about it and do it: " "My Home", and initially understand the relationship between realistic logic and family members. For example: there is a father in a family, and a mother has a routine for placing and organizing items. The materials provided should be easy for young children to pick up and place, and easy to organize. 2 Rich experience. Observe: What kitchen utensils are at home, each set is placed in a small basket. It means that the children in primary 6 and class have poor self-care ability, classification ability, and organization ability, so it is for the convenience of children."

2. Consolidate game routines and learn to place and organize items. 3. Game preparation 1. Materials provided: 7 dollhouse tableware. Teachers need to take corresponding measures on this weak link. 2. Game requirements 1. Enjoy the game and boldly express "my home" and "I am so tall", but the cognitive development of the characters is slow. Most children do not yet understand the relationship between the characters, which is related to their cognitive development and life. Experience is closely related. Therefore, Ya, and gradually became clear, began to be able to deal with the relationship between true and false, not only to act according to the prescribed actions of the role, but also to deal with things according to the realistic characteristics of things and characters. At the end of the day, there was a lot of chaos and no sorting out. It shows that during this period, children’s role awareness grows from scratch. It can often be seen: some doll houses are crowded with 7 or 8 people, while others only have 2 or 3 people; "There are several parents; most of the dolls are fake." This shows the difference between his gaming behavior and reality. Since October, 7 dollhouses have been opened based on an average of 4 to 5 people. However, there are often those who will whisper "Baby, be good" to the baby.At the same time, most children already know that the fake spoon cannot really be put into their mouths, and often use "This is the beginning of their consciousness." They begin to immerse themselves in the game, and some use the bottle to give the baby milk in a decent manner. Some started to "run through the door" with their dolls in their arms. Excellent small class game lesson plans for role games. 1. Situation analysis. After the first stage, one person, one baby, two people and one baby, after learning to be parents, the roles of young children

Role Game: KFC

Situation analysis:

In the middle and later stages of middle school, the theme of the game is expanded than in the early stage, but it still mainly reflects the content of daily life and social life. Children's enthusiasm for playing roles has increased, the breadth of role choices has been broadened, and their purposefulness has been enhanced. However, the disputes caused by roles have also increased. During games, children have more interactions and have stronger communication skills. In the game, young children can overcome some small difficulties and are willing to try various methods to resolve disputes about toy characters. There are many comments and arguments about the game.

Overall game goal:

1. Further expand the theme and plot of the game, strengthen the connections and interactions between characters, clarify role responsibilities, and truly and creatively express the characters’ behaviors and activities.

2. With the help of teachers, further improve the rules of the game and be able to abide by them.

3. After playing, the toys will be sorted and organized to develop the habit of cherishing toys.

4. Be able to use toys and materials creatively, choose alternative toys for games, and make some homemade food under the inspiration of the teacher

5. Learn the ability to organize games, communicate, and initially cooperate, and gradually strengthen the collective nature of the game

6. Learn good moral behavior in social roles

Game preparation:

1. Tableware, serving hats, bibs, various KFC materials: burgers, French fries, chicken legs, chicken wings, medium wings,

Ice cream, egg tarts, etc.

2. Materials for other games

First time playing:

Game goals:

1. Able to propose themes independently under the guidance of teachers and choose roles according to wishes.

2. Understand the game rules that should be followed when playing roles and using items, venues, etc.

Game preparation:

1. Tableware, serving hats, bibs, various KFC materials: burgers, French fries, chicken legs, chicken wings, medium wings,

Ice cream, egg tarts, etc.

2. Materials for other games

Game process:

1. The teacher discusses with the children what delicious food is available in KFC, and talks about the snacks and snacks in it.

What is made of it, let the children pretend to be waiters and use recipes to ask customers to order.

2. Guide children with poor hands-on skills to make snacks and develop their hands-on skills. Let introverted and silent children serve as waiters and cultivate lively and cheerful personalities through verbal interactions with customers.

3. Inspire children to use substitutes to make their own food

4. Children choose roles in groups, enter the game as customers, observe the children's use of polite words, and guide the waiters to use polite words to warmly receive customers, such as: "Hello, what would you like to eat?" "Goodbye, welcome back next time!" "Guide children to eat in a civilized manner and not waste food.

5. Teachers can organize on-site evaluations for children, focusing on the practical ability and service attitude of snack bar waiters. Game observation and advancement:

The life experience of the children in the middle class has made great progress compared to the smaller classes. During the conversation, the children can tell what delicious food is in KFC, and can also use language to describe its shape and taste. When grouped, children who serve as waiters can use polite language to warmly receive customers. Child Li Molan stood at the door and said, "Hello, kid, what do you want to eat?" "Goodbye, see you next time!" However, the children were in a mess when sorting out the food. Role awareness among young children is not strong enough. The persistence is not strong enough either.

second game

Game goals:

1. Further expand the theme and plot of the game, strengthen the connections and interactions between characters, clarify role responsibilities, and truly and creatively express the characters’ behaviors and activities.

2. With the help of teachers, further improve the rules of the game and be able to abide by them.

3. After playing, the toys will be sorted and organized to develop the habit of cherishing toys.

4. Learn the ability to organize games, communicate, and initially cooperate, and gradually strengthen the collective nature of the game

5. Learn good moral behavior in social roles

Game preparation:

1. Cooking utensils, tableware, service hats, bibs, KFC food, etc.

2. Materials for other games

Game process:

1. The teacher plays the video: the process of the last game and the children’s discussion

2. Teacher’s request for activities

3. Children’s games, teachers observe children’s performance in activities

4. Teacher summary:

Game observation and promotion

observe:

In this activity, the children's role awareness has been strengthened and they can work in their respective positions. The relationship between the children is also closer. The children's game routines have improved significantly during the game. There are fewer quarrels. The children can all The children are more conscious about playing according to the requirements. After the game, the children are not conscious enough to clean up the toys. Some children confiscate the toys and return to the classroom. Some children take the opportunity to play outside, causing the teacher to be unable to make timely evaluations. Advance:

Focus on solving the problems of young children and guide them to learn to solve the difficulties and problems encountered in the game.

third game

Game goals:

1. Play the game as a doll restaurant staff in a more realistic way.

2. Be able to conscientiously perform their respective responsibilities and promote communication and interaction between roles.

3. Learn to evaluate your peers’ games.

Game guide:

1. Guide the children to recall the last game situation.

2. In response to the shortcomings last time, guide the children to talk about how they should play this time:

<1>Children negotiate to allocate roles.

<2>The attitude of the waiters should be gentle and they should maintain order in the supermarket.

<3>Customers cannot purchase many items at one time.

〈4〉Chefs in restaurants must pay attention to hygiene, 〈when cooking noodles, do not cook a full bowl〉

<5> How should the food be displayed in the restaurant? What should the waiter do?

3. Children's games, teachers guide the interactions between children's characters.

4. Comment:

(1) Where and what games did you play today? How to play?

(2) Who do you find plays well and who doesn’t play well enough? Why?

Game observation and advancement:

observe:

The receptionist cannot boldly receive guests. Some children only play by themselves and rarely interact with others.

Some customers just take whatever they want, and some children have nothing to do during the game, wandering around in various areas. There was a lot of noise at the event. Substitutes are used less frequently.

Advance:

Set up more doll houses to let some children who have nowhere to go to the doll houses. In the game, the teacher first plays the role of "receptionist" so that the children can learn how to be a receptionist, and then let the children take on this role themselves. Young children are very clear about their tasks.Selection activities for outstanding receptionists can also be held

fourth game

Game goals:

1. Be able to play familiar roles, experience life, boldly imitate adults' work, and further develop new game plots according to the needs of game development.

2. Learn the ability to actively think about solutions and cooperate and negotiate when encountering difficulties or problems.

3. It can expand the theme and add food delivery, production content, etc.

Game preparation:

1. Cooking utensils, tableware, service hats, bibs, KFC food, etc.

2. Materials for other games

Game process:

1. Recall the problems that existed in the last game, mainly focusing on the work of KFC, and ask the children to talk about it.

2. Present newly added materials. Inspire children to talk about the use of these materials.

3. Watch the video

4. The teacher puts forward game requirements:

(1) Deliver meals according to customer needs.

(2) Use polite language in the game.

5. Evaluate the game and lead the children to put away the toys.

Game observation and advancement:

observe:

Children can actively participate in activities, especially role-playing. Teachers' participation not only increases children's enthusiasm but also effectively guides activities. Let activities proceed in an orderly manner. Cleaning up after activities needs further emphasis. Some children do not put toys and materials back into their original places.

Game summary:

In this month’s role game, it was found that the children still could not solve the problems that occurred in the game well: such as role conflicts; some children did not abide by the rules of the game, etc. The teacher grasped the opportunity from the beginning, such as the teacher and the children working together Formulate the rules of the game, encourage and urge children to pack away toys and tidy up the place. According to the progress of the game and educational requirements, at the end of the game, children are organized to evaluate the game. The evaluation of games by senior class children is a kind of growth in self-awareness, allowing children to understand how to play well. You can also guide children to evaluate and discuss who can use their brains in the game, who can overcome difficulties, how to play in the future, what game materials are needed, etc., to guide children to improve the quality of the game. In the process of this game, children's ability to deal with conflicts in the game is much stronger. I hope that in future games, children can further learn how to solve problems.