Reflection on the principles and requirements of the teaching plan for the supermarket game in the middle class
The following are the principles, requirements, and reflections of the game lesson plan for the middle class: ** 1. Principles ** 1. ** Principle of creating a situation ** - Create a situation that is close to the real supermarket for children, whether it is through the layout of the corner of the district into a small supermarket or through the story telling of the scene in the supermarket, so that children can experience the atmosphere of shopping in the supermarket. For example, in the corner game lesson plan, by dividing the fruit area, seafood area, pastry area, snack area, and other different areas, as well as setting up the cashier, the layout environment of the supermarket was created. 2. ** Principle of interest ** - Use stories, games, competitions (such as the supermarket to find things) and other forms to stimulate children's interest. In the story, by telling the interesting plot of the snoring pig, the jingle dog, and the strawberry rabbit shopping in the supermarket, it attracted the attention of the children and let them learn the knowledge of supermarket shopping in fun. 3. ** Goal-oriented principle ** - Clear teaching goals, such as letting children understand supermarkets, know how to shop in supermarkets in a civilized manner, try to classify items, etc. These goals ran through the entire activity design of the lesson plan, whether it was in storytelling, role-playing, or operation practice. 4. ** Step by Step Principle ** - He started by letting the children enjoy the story and observe the supermarket. Then, he carried out simple operations such as sorting out the goods. Finally, he went shopping himself. For example, they would first guide the children to listen to the story to understand the behavior of shopping in the supermarket, then let the children organize the goods in the small supermarket, and finally let the children shop in the simulated supermarket. 5. ** Principle of Interactivity ** - It emphasized the interaction between children and between children and teachers. In the corner shopping activity, the children were divided into groups to shop freely and communicate with each other. The teacher would also interact with the children, such as asking the children what they saw in the supermarket and guiding the children to think about the shopping process. 6. ** Practice the principles of experience ** - The emphasis was on the children's personal experience, allowing the children to shop in the simulated supermarket environment, and to master the skills and knowledge of supermarket shopping in practice, such as the process of letting the children actually shop and pay in the corner supermarket. ** 2. Requirements ** 1. ** Knowledge and Skill Requirement ** - In terms of knowledge, children needed to understand the basic layout of the supermarket and know the areas where different items were located. For example, in the corner game, children had to know where to place different types of items such as fruits and food. In terms of skills, children had to learn to shop in a civilized manner, including taking and putting back items correctly, queuing for payment, etc. They also had to be able to classify items simply, such as bread, watermelon, etc. on the operation paper. 2. ** Code of conduct requirements ** - Children should abide by the basic code of conduct for supermarket shopping, such as civilized shopping reflected in the story, not to randomly place items. When shopping in the corner, one had to follow the rules, such as thinking about what to buy and asking the staff (teacher) if they had any questions. 3. ** Requirement for participation ** - The lesson plan should be designed to attract the children's active participation, whether it was in story listening, role-playing, or shopping practice. Through various forms such as group shopping, display of shopping results, etc. to increase the participation of children, to ensure that every child has the opportunity to experience and learn in the activity. ** 3. Reflection ** 1. ** Knowledge Mastery for Young Children ** - Most children could learn knowledge from their interests, but some children did not know enough about various items and might make mistakes in classification. This meant that in the teaching process, the explanation of the knowledge of the items needed to be more detailed and targeted. For example, some introductions about the characteristics and uses of different items could be added to help the children better classify them. 2. ** In terms of children's autonomous development ** - In the corner activities, although the children showed strong interest, they were more casual. Teachers sometimes lacked the necessary guidance, and sometimes they were eager to guide, resulting in the loss of opportunities for children to explore independently. Teachers needed to find a balance between guiding and letting go, giving children enough space for independent exploration, and providing appropriate guidance when necessary. 3. ** Teaching activities improvement ** - They could extend the scope of activities, such as allowing children to use more waste materials to participate in the creation of the environment for the corner activities. This would not only improve children's creativity and environmental awareness, but also further enhance their understanding of the supermarket environment. At the same time, the effective development of the corner activities also needed to constantly sum up experience, innovative activity forms and content, in order to better attract children to actively participate and obtain knowledge. Read more exciting novels for free
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