Oriental Star kindergarten thinking training game
The thinking training game of the Eastern Star kindergarten had the following characteristics: 1. ** Diverse game materials **: provide a variety of different forms of operation teaching materials. Diverse materials can stimulate and maintain children's enthusiasm and initiative in operation. The selection of materials is determined by the goal of thinking development, which contains the purpose of thinking education. 2. ** Activity format **: Independent operation is the main activity, supplemented by group activities. Independent operation was an important way for teachers to understand the development of children's thinking, and it was also an inevitable choice for thinking education. 3. ** Active exploration **: The game design is step-by-step. Under the stimulation of interesting game situations, children can choose and control their own activities and actively play games to develop. 4. ** Guidance strategy **: The game activity design provides targeted guidance strategies for each activity. This strategy is based on the deep analysis of cognitive elements in thinking activities, which helps teachers guide children more effectively and promote the improvement of children's abilities. In addition, the Eastern Star Thinking Game course was based on the "Intelligence Structure Theory" of the American psychologist Gilford as the core theoretical basis. It could help children gain cognitive ability, evaluation ability, memory ability, converged thinking ability, and dispersed thinking ability, laying the foundation for children's future learning and development. For example, there was a thinking training game such as color matching. It could train children's visual concentration, logical thinking, and reasoning and analysis ability. First, let the child observe, and then cover the corresponding color blocks with the numbers on the paper cup based on memory. Read more exciting novels for free
Matches for thinking training in kindergarten
The following are some types of matchstick thinking exercises suitable for kindergarten: ** 1. Diagram related ** 1. A triangle required at least three matchsticks, and a square required at least four matchsticks. 2. At least 5 matchsticks were needed to build 2 triangles (because they could share one side), and at least 7 matchsticks were needed to build 2 squares (also sharing one side). 3. It took at least 7 matchsticks to build three equally big triangles and 10 matchsticks to build three equally big squares. ** 2. Moving the matchstick to change the direction of the pattern ** 1. For example, there was a fish that was tied up with matchsticks. The child was asked to move three matchsticks so that the fish would swim in the opposite direction. 2. Give a slingshot made of matchsticks and ask the player to move two matchsticks so that the slingshot faces in opposite directions. 3. Give a cup made of matchsticks and ask them to move three matchsticks so that the mouth of the cup faces in opposite directions. ** 3. Calculation related ** 1. For simple numerical calculations, such as 1+1+1 = 7, only one match could be moved to make the equation true. This required a certain understanding of the composition of numbers and changing the numbers to make the equation reasonable. 2. There were also matchstick number questions with certain logical and computational relationships such as "Two plus six equals eight, three plus four equals seven, this number equals this number minus these two numbers, and then divided equally equals nine, eight plus nine equals seventeen, and nine plus seventeen equals sixteen." According to the operational relationship between the numbers, the number could be changed by moving the matchstick to satisfy the equation or logical relationship. ** 4. Number combinations ** For example, use 20 matchsticks to form two two-digit numbers and consider the sum of these two numbers. This required the child to have a certain understanding of the composition of two-digit numbers (using matchsticks to represent numbers) and to be able to try different combinations to achieve the maximum and minimum values of the sum. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
New Oriental kindergarten training institution address
As for the address of the New Oriental Infant Training Center, it was only mentioned that the New Oriental Infant Education Center was located in Guancheng, the intersection of Tanbei Road and Yucai Street in Shijiazhuang; the New Oriental Infant Training Center in Jinhua City did not mention the address; the New Oriental Education Training Center in Longhua District, Haikou City was located on the third floor of Zone A, Jinghua City, Yusha Road, Longhua District, Haikou City. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
What are the training methods and skills for kindergarten English thinking?
The following are some kindergarten English thinking training methods and techniques: 1. [Game Training Method]: - ** Logic-thinking training games **: For example, games such as mirror practice, pen maze, story sorting, finding differences, and so on. These games helped to improve the child's concentration and observation skills. At the same time, they could also train logical thinking and prepare for the transition between primary and secondary schools and the Mathematical Olympiad. - ** English-related fun games **: Games that combine English, such as comparing size and length. For example, in the size-comparison training, color the big or small pictures according to the instructions (for example, color the big picture orange and the small picture green); in the comparison level training, color the shortest thing in each line to help the child recognize and use words such as "short, shorter, shortest." 2. ** Scene Teaching Method **: - ** Using life situations **: Combining English learning with life situations, such as comparing the height of a family of three, or the length of a pen in a child's pencil case, etc. Through these things in life, help the child deepen his understanding of English knowledge (such as comparing levels and other concepts). - ** English animation scene **: Let the child watch the English enlightenment animation. The dialogue scene in the animation can provide rich language input. The child can naturally come into contact with and learn English in the interesting animation plot. 3. ** Interactivity Training Method **: - ** Parent-child interaction **: Parents can learn English through interaction with their children. For example, when doing thinking training, parents can guide their children to participate in activities such as happy and angry turtles. Parents can let their children draw an "X" on the angry turtle and color the happy turtle. This way, the children can master the concept of English during the interaction. - ** Avoiding excessive urging **: Give the child enough time to think during the learning process. For example, when doing some small exercises, don't rush the child like some online live broadcast teachers. Instead, let the child ponder on it himself to cultivate their ability to think and use English on their own. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Big class kindergarten mathematics thinking logic training
For the mathematical logic training of the kindergarten, it could be carried out from the following aspects: ** 1. Basic Concept Training ** 1. ** Number Sense Cultivation ** - In terms of counting, not only should the child be familiar with counting from 1 to 100 in order, but he also had to master special interval numbers, such as 5 (5, 10, 15, etc.) and 10 (10, 20, 30, etc.). - For example, 1, 3, 5, 7, and 9 are singular numbers, and 2, 4, 6, 8, and 10 are even numbers. - For example, the neighboring numbers of 6 are 5 and 7, which can be understood by drawing. 2. ** Order, size and comparison ** - In terms of cardinal numbers and ordinals, let the child understand the different meanings of a few and a few. For example, he could distinguish the four objects on the left from a row of objects (cardinal number) and color the fourth object from the left (ordinals). - Knowing the comparison symbols (greater than sign>, less than sign <, equal to sign =), you can use the formula to help the child remember, such as "greater than sign, less than sign, two brothers come together; the tip in front is less than, the opening in front is greater than; the two numbers stand in the middle, whoever rushes will laugh." By comparing objects in life, such as the height of two children, the size of two apples, etc., the children could grasp the concept of comparison, such as size, height, length, weight, and quantity. 3. ** Calculating Basics ** - Let the child memorize the decomposition and synthesis of numbers within 10. For example, 5 can be divided into 1 and 4, 2 and 3, etc. This is helpful for verbal calculation and quick calculation. When the child sees 2+3, he can quickly get 5. - Master the calculation method. Add using the 10 method (look at the decimals, divide the large numbers, make 10, add the remainder), subtract using the 10 method (divide the large numbers, divide 10, first subtract and then add). - Know the clock and remember the formula: "The small dial is round and round, the hour hand and minute hand run in circles, the minute hand is long, the hour hand is short, the minute hand is fast, the hour hand is slow, the long hand points to 12, the short hand points to a certain time, the long hand points to 6, and the short hand points to a certain time." For example, the long hand points to 12, the short hand points to 9, and the long hand points to 6, and the short hand points to the middle of 1 and 2, which is 1:30. ** 2. Thought Enhancement Training ** 1. ** Class Training ** - Let the child classify the items, such as the color, size, shape of the building blocks, or the use of the items into tableware, stationery, etc. 2. ** Find a routine for training ** - Through real objects or practice, the child was guided to discover the rules, such as the arrangement of red blocks, blue blocks, red blocks, or the rules of clapping hands twice, clapping hands, and the rules of fruit arrangement such as apples, oranges, pears, apples, pears. 3. ** Split training of numbers ** - For example, starting from the simple decomposition of 2, 3, and 4, and gradually increasing the difficulty to the decomposition of 9 and 10, one could also use the form of a triangle, that is, the number at each tip of the triangle added up to the number in the middle. 4. ** Problem-solving training ** - One could start with some simple mathematical problems, such as assuming that the numbers in several squares were different symbols, by listing equations and using the whole method to solve the problem. For example, if there were three squares, adding them together would give 17, 18, and 25 respectively. Then, the numbers in the squares could be found through assumptions, equations, and overall analysis. In addition, the child could be allowed to practice some specialized mathematical thinking training questions. These questions were rich and comprehensive, including the age problem, queuing problem, and finding the rules of the regular test. Each question had an explanation and analysis, and there was also a video explanation by a famous teacher. After learning, there were similar exercises, which could let the child learn to draw inferences from one example. At the same time, he could use the mind map to sort out the difficult points, which was helpful to improve the child's mathematical thinking ability. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Experience in kindergarten fun game training
The kindergarten fun game training could give people a lot of gains and insights. First of all, from the perspective of understanding games, they recognized that games had a unique value for children. It was of great significance for kindergarten to use games as basic activities. It not only reflected the value and status of games in education, but also recognized the role of games in children's physical and mental development, ensuring children's right to play, which was also the embodiment of ensuring children's right to development. Moreover, playing games was the nature of children. It could promote the development of children's body, cognition, emotions, and other aspects. It could create a suitable kindergarten life for children and satisfy their physical and mental development needs. At the same time, it was also an inevitable requirement for children to take the initiative to learn. Secondly, in terms of the development of game activities, teachers should focus on children. The teaching, outdoor physical fitness, regional activities, and other activities should highlight the game. It was necessary to combine the Guide, the characteristics of children's physical and mental development, and the rules of exercise to carry out outdoor games in a scientific manner. Respect and protect children's curiosity and interest in learning, create a rich educational environment, arrange the time and content of activities reasonably, and respect individual differences. Also, regarding the role of the teacher in the game. In the outdoor autonomous game, the teacher had to provide invisible guidance. For example, according to the psychological and cognitive development needs of children, the division of game areas, the setting of signs, and the matching flowers and plants were guided. The chaos after the game could be avoided by teachers and children making game signs and explaining the rules together, guiding children to establish the awareness of protecting equipment and maintaining the environment. When carrying out game activities, teachers should consider whether the games created are suitable for the characteristics of children's development, whether the equipment provided is reasonable, whether the guidance for children's activities is indirect, protection, help, and guidance, and whether the teacher's position can guarantee the safety of children. In addition, different types of games had different educational meanings. For example, music games could design jumping methods according to the characteristics of different animals; indoor games such as "Figure Shooting" could train children's hand-eye coordination ability and increase their autonomy and enthusiasm; outdoor sports games could allow children to train their body movements and coordinate their development while cultivating their awareness of rules and norms of behavior, understanding sports knowledge, and developing learning habits. Finally, teachers also needed to constantly reflect on their own teaching work. For example, reflecting on the effectiveness of the game, including the reflection of the child's participation, interest points, material usage, exercise volume, etc., thinking about how to improve the child's original level in the next activity, and how to encourage the weaker children to improve. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The kindergarten space thinking coordinate game
The following are some spatial thinking coordinate games suitable for kindergarten: ** 1. Simple position recognition game ** 1. ** Clapping little hands game ** - Rule: The teacher says the words above, middle, below, etc., and asks the child to clap his hands in the corresponding place. For example, if the teacher said "above", the child would pat his head; if the teacher said "middle", the child would pat his belly; if the teacher said "below", the child would pat his feet. If the child does not react clearly when he hears the word "middle", he can focus on this word for intensive practice. 2. ** Cup and cup holder game ** - [Prepare: Red, yellow and blue cups, three layers of cup holders, and picture cards for top, middle and bottom.] - Game: - First, show the cup holder and let the child count how many levels there are in the cup holder. Then, divide the three levels into top, middle, and bottom. Then, he pointed at the top, middle, and bottom of the child. - After that, the cups could be randomly placed on different levels of the cup holder. The teacher would show the picture cards representing the top, middle, and bottom, and the child would take out the corresponding cup according to the picture card. Or, according to the teacher's instructions, such as "put the red cup on the middle level", the child would operate. ** 2. Map related games ** 1. ** Map game at home ** - Drawing a map: Ask the child to draw the home on a piece of paper. It can be three-dimensional or two-dimensional, or you can choose a room to restore the layout. Try to maintain the true proportion and color. - [Observation position: Guide the child to observe the items in the room, describe the distance, and establish the concept of coordinates.] For example, they could use themselves as the coordinates to discuss the "distance" or use an item in the room as the coordinates to discuss. When creating a map, add items to the map according to the distance ratio. - [Description: Ask the child what he wants to see on the map. For example, if the child says there is a butterfly, they can discuss the shape of the butterfly, the height of the flight, the color of the wings, etc. to improve the appearance of the "butterfly" on the map. At the same time, let the child understand the "bird's eye view".] When describing the location of the surrounding furniture on the map, use words such as "beside","near","far","between" to deepen the child's ability to construct spatial thinking. - Read the map: Look at the map you drew and the house map on the property ownership certificate with the child. Find the difference or find something according to the map. For example, point to the bookshelf on the map and ask the child to find a book on the bookshelf to see if the child can find the actual location from the map. 2. ** Directions Description Game ** - Prepare some small animal question cards. - How to play: The teacher will ask the children questions such as "Which animals are by the lake","What animals are across the road","What animals can stand on land", etc., so that the children will be used to using "beside","opposite","north, south, east, west","up, down, left, right" and other directional words when answering. ** 3. Other Spatial Mind Coordinates Games ** 1. ** Fruit positioning game ** - Rules: For example, the fruit in the middle is watermelon, the grapes are in the upper left corner of the watermelon, and the apples are below the grapes. Let the children imagine the location of the fruit according to these descriptions. 2. ** The map is divided into left and right games ** - For children, it was difficult to differentiate left and right on the map. It allowed the child to distinguish left and right by comparing it to a specific picture. If the child did not understand, the child could restore the scene in the picture in reality and let the child experience it personally. 3. ** Wayfinding game ** - When the child could distinguish left and right on the map, he could let the child find the designated route according to the given map and describe how he should go in words. Parents should try to give less hints and let the child think on his own. 4. ** Moving the game according to the rules ** - Make an agreement with the child, such as a circle to the right and a triangle to the left. Let the child determine where his final destination is according to the different shapes of the intersection (such as the intersection sign is a circle or a triangle). This will help the child to use his spatial imagination and help his thinking transition to abstract thinking. 5. ** Draw your own map game ** - After the child has a certain foundation in simple map recognition, let the child draw a simple map of the familiar terrain, such as the layout of the room, the layout of the community, or the road from home to the supermarket. Let the child think about how to draw it himself, and the parents should try to give as few hints as possible. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Learning tips from kindergarten game training
The following are some of the learning experiences of kindergarten game training: ** 1. Education philosophy ** 1. ** The spirit of the game ** - The kindergarten curriculum should fully reflect the spirit of play, which includes freedom, autonomy, creativity, and pleasure. This meant that the spirit of play should not be limited to a single segment, but should run through the child's daily life. For example, from the morning check-up, morning exercises, meals, afternoon naps, to leaving the kindergarten, all the links could be infiltrated with game elements, allowing the child to spend every day in a relaxed and happy atmosphere. - In traditional kindergarten activities, it might be more teacher-led arrangements, but now it had to be changed to child-centered, respecting children's independent choices and interests. For example, during regional activity time, children could freely choose the area they wanted to participate in, such as the scientific exploration area, art design area, etc. Teachers should not interfere too much with children's choices. 2. ** A new understanding of children ** - Children were real gaming experts and geniuses. In the training and learning, they deeply realized that children had unlimited creativity and imagination in the game. Teachers should reduce unnecessary intervention and let children fully play their abilities in the game. For example, in role-playing games, children could create various game plots based on their own life experience and imagination. If the teacher over-instructed them, it would limit the development of the children. ** 2. The relationship between game time and activities ** 1. ** Gaming time guarantee ** - Make sure that the children have enough free time to play. Free play time was an important guarantee for early childhood development. It could not be replaced by " teaching " or other activities directly guided by teachers. For example, when arranging the daily activities of the kindergarten, it was necessary to clearly set aside a special free play time period so that the children could play according to their own wishes. 2. ** Relationship between the theme event and the game ** - In a kindergarten where the curriculum was carried out in the form of a theme, the position and role of games in the theme activities depended on the teacher's understanding of the theme activities. Teachers need to think about how to develop the theme through various activities that have internal connections, so that the game and the theme activities can be combined. For example, when carrying out the "Spring" themed activity, you can set up natural observation games, plant planting games, etc. related to spring, so that children can understand the characteristics of spring in the game. ** 3. Teacher guidance ** 1. ** The importance of reasonable guidance ** - The teacher's reasonable guidance was the key in the children's gamification curriculum. Teachers should strengthen their understanding of the relevant educational outlines and guidelines, and integrate the concepts into the practice of curriculum gamification. In the process of children's play, teachers should grasp the degree of guidance, neither excessive intervention nor complete laissez-faire. For example, when a child is playing a construction game, the teacher can provide some suggestions on construction skills at an appropriate time, but he cannot directly build it for the child. 2. ** Guidance strategies for different segments ** - Before the game, the teacher should do the preparatory work, such as creating a suitable game environment, providing suitable game materials, etc. For example, before a large-scale themed character game was launched, teachers had to arrange the scene and put in materials according to the theme of the game and the age characteristics of the children. - In the game, the teacher must keenly observe the behavior and performance of the child and provide the necessary support according to the needs of the child. For example, when a child encountered difficulties or conflicts in the game, the teacher should guide the child to solve the problem by himself. - After the game, the teacher had to summarize and evaluate it. This was not simply to judge the child's game results, but to guide the child to review the game process, share the game experience and feelings, and promote the child's further development. ** 4. Game type and materials ** 1. ** Diverse Game Styles ** - There were many types of kindergarten games, such as regional games, character games, sports games, and so on. Different types of games had different effects on children's development. For example, regional games could meet the development needs of children in different aspects. For example, the art design area could cultivate children's artistic creativity, and the puzzle area could train children's thinking ability; role-playing games could help children's social development, so that children could learn to interact and cooperate with others in the process of playing different roles. 2. ** Game Material Selection and Usage ** - In the selection of game materials, one had to pay attention to the adaptability and variety of materials. It advocated the use of low-structure materials, such as living materials, natural materials, waste materials, etc. These materials could stimulate children's creativity and imagination. For example, in a character game, one could use old cardboard boxes to make " houses " and leaves to make " food ". At the same time, the distribution of game materials should be arranged according to the age characteristics of the children and the needs of the game. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The complete collection of kindergarten game training theme names
The following are the names of some kindergarten game training topics: 1. " Themed game teaching will remove the primary education of kindergarten and promote the overall improvement of the quality of pre-school education." 2. " Class large-scale themed character game " 3. " Believe in children and discover 'growth'." 4. "No leftovers, no leftovers, civilized dining table, frugality to raise morality" 5. " Animal Adventure: Exploring the mysteries of the animal world " 6. " Craftsmanship: Invigorate your imagination." 7. " Water Park: Enjoy the fun on the water." 8. " Social interaction: Building good interpersonal relationships " 9. " Health Sports: Training Physical, Mental, and Social Skills " <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Training Firefighters in the kindergarten
The following is a kindergarten training program for young firefighters: ##1. Activity Target 1. Let the children actively participate in every clearing activity, work hard to complete the task and ensure their own safety. 2. It allows the child to easily run around the obstacles and take the initiative to cooperate and negotiate with his peers. 3. Let the children experience the courage to put out a fire and feel the pride and difficulty of becoming a firefighter. 4. To improve the child's physical coordination, experience the fun of the game, cultivate wit, courage, flexibility and discipline of good moral character and lively and cheerful personality. ##2. Event preparation 1. ** Materials related to venue layout ** - Maps of the two teams 'venues, corresponding post-it notes, and blackboards. - The doll house acted as the "restaurant's fire point", with a number of flames (made of red wrinkle paper). - Empty buckets (the number of buckets is determined according to the children's grouping, such as 8), small chairs arranged into a "balance beam", conical hats "roadblocks", arched doors "fire rings" and other obstacles. 2. ** Other Materials ** - Warm up, games, and other music. ##3. Activity ###(1) The beginning part: Enjoying the situation and warming up before the activity 1. Create a situation where the commander chooses a little firefighter to attract the interest of the children. 2. They were doing warm-up training for the firemen, such as six columns, alternating walk, interweaving walk, detour walk, big circle, six small circles, blooming walk, six roads, etc. ###(2) Basic activities 1. ** Firefighter Training ** - The teacher assigned the task: The little firefighter had to learn the ability to climb ladders. Ask two children to practice climbing. The other children watch and discuss the main points of climbing. The teacher will summarize, such as when climbing, hold the hands above firmly, then start to raise the feet. When the feet are stable, then go up. Eyes must be looked at, hands must be held firmly, and feet must be stable. - The children began climbing exercises, emphasizing that the person on top had left before they began to climb the second person. 2. ** Fire-fighting drill ** - Divide the number of children into equal groups (such as three groups). - One by one, they picked up the buckets and set off from their destination. They passed through the small bridge (like a balance beam made of small chairs) to different directions of the ladder, climbed to the highest point, aimed at the fire source (like a flame made of red wrinkle paper), and then returned to their destination from the side. 3. ** Saving people in a fire ** - The teacher used words to exaggerate the situation: receive a fire call, such as a fire in the zoo, many children are trapped, we have to rush to help them, on the way through the maze (S-shaped road), through the corridor, over the low wall, etc. - The children took turns to set off and played the game repeatedly. ###(3) Relax 1. The teacher announced that the rescue operation was a complete success. In this rescue, everyone relied on their wisdom and courage to safely rescue small animals and children, and put out the fire. They completed the task well. 2. He led the children, rescued children, and small animals to dance "Dolls and Bears Dance" and sent them home. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Classes for Training and Research in the kindergarten
The following is an example of a kindergarten training activity form: | name of activity| key areas| moving target| activity preparation| active procedure| Analysis of young children (Overestimating/Underestimating)| Teacher teaching highlights| to be desired| | --- | --- | --- | --- | --- | --- | --- | --- | | [Event Name]| For example, science, language, etc.| 1. Target 1 Details<br> 2. Target 2 Details<br> 3. [Target 3 specific content], etc.| 1. [Knowledge and experience preparation: ]<br> 2. [Material preparation: Materials and other related content]| 1. [Step 1 Description]<br> 2. [Step 2 Description]<br> 3. [Description of Step 3], etc.| According to the performance of the child in the activity, the participation of the activity and the achievement of the goal, the analysis is carried out| For example, the innovation of teaching forms, the mobilization of children's enthusiasm, and the ingenious use of teaching aids| For example, the rationality of goal setting, the connection of teaching links, and the attention to individual differences in children| Of course, different kindergarten training activities might adjust or supplement the contents of the form according to their own needs. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>