Activity goals
1. Guide children to use coherent language and talk around "useful ropes".
2. Help children learn to have free and orderly conversations by taking turns and repairing.
3. Stimulate children’s interest in talking and express their ideas generously to peers and teachers
(Being able to talk in a “turn-taking and patching” manner is one of the important factors in inspiring children to talk around topics. In order to make children happy and good at talking about the use of ropes through taking turns to repair in this activity, it is important for children to vividly understand and experience the use of ropes through play experience. Therefore, we use multi-sensory participation. The method allows children to fully play with the rope in order to achieve the purpose of "talking openly to peers about the use of the rope in coherent language".)
Activity preparation
1. Various ropes (wool, nylon, hair ties).
2. Children each bring their own rope.
Activity process
1. Initiate conversation topics through “stories.” ”
(1) The teacher tells a story: There is a person who often forgets things, so he uses a rope to tie knots to help him remember things. Big knots for big things and small knots for small things. The result...
< p> (2) Discuss the following questions with children: Where have you seen a rope? What can a rope be used for? Look for it, do you have a rope on your body?(The topic is in the form of "telling stories" Introduction can improve children's enthusiasm and arouse children's desire to find "what I did with the rope.")
2. Use the "play, talk" method to allow children to talk freely.
(1) Let the children combine freely, play creatively with the rope they brought, and talk about its function. In this process, teachers can work together with children. For example: wrap a rope around a chair to jump and climb, place the rope on the ground, walk on the rope, and play bouncing rope games.
(2) The teacher guides the children to talk while playing. Help young children who only play but don't talk to talk to their peers by chiming in.
(This link has two functions. One is to give children the opportunity to fully experience and express themselves. Because there are dozens of children in the class, it is impossible for every child to have the opportunity to talk in front of the group. Pass Playing and talking freely in pairs enables every child to enjoy the right to talk. Second, through focused conversation, we can understand the child's mastery of turn-taking and continuous conversation, so as to help children capture the information of others' conversations more effectively. . )
3. Use hypotheses to expand the conversation.
The teacher made a hypothesis: If our body is a rope, the torso is a thick rope, the limbs are neither thick nor thin ropes, the fingers and toes are thin ropes, and the hair is thin ropes, how can they What is it used for? To inspire young children to talk with the children next to them with interest around these assumptions. They can also use focused conversation to engage in interesting conversation activities.
(In the process of "expanding the scope of conversation", the teacher puts forward a series of interesting "hypotheses" for children to talk, which can stimulate children's unlimited imagination and guide children to use the rope to meet their daily needs. , self-protection and other aspects to expand, this can lead to more and more interesting conversations.
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