In the context of the new curriculum reform, kindergartens have fully tapped various educational resources, making kindergartens’ educational resources more abundant and educational forms diversified. With its individualized education form, kindergarten area activities respect the individual differences of children and meet the needs of children's individual development. They have become a favorite activity form for kindergarten teachers and children. They are also an effective supplement to collective education and are also the implementation of the "Kindergarten" It is pointed out in the Education Guidance Outline that “Kindergarten education should provide opportunities for children to move freely and support children’s independent choices and planned activities” and “provide each child with opportunities to express his strengths and achieve success, enhance his self-esteem and The most effective measure of self-confidence. Regional activities carry unique educational value. They not only organically link in-class and extra-curricular behaviors, emotions, and skills, but also infiltrate the educator’s educational intentions. They are also autonomous, self-selected, and group-based, promoting the all-round development of children. One of the forms of education. So how can kindergartens better carry out regional activities? Let’s briefly talk about some personal opinions on this issue based on actual work.
1. Careful preparation
The most important thing in regional activities is preparation, because it plays a decisive role in whether regional activities can be carried out normally. It includes the creation of regional environment and the preparation of regional materials. In regional activities, activities and materials are the key to the success of the activity. Only through the interaction of environment and materials will children gain experience and knowledge.
(1) Create an effective regional environment
The more upscale, more luxurious, and more beautiful the area is, the better. The "Outline" points out that "the environment is an important educational resource, and the development of young children should be effectively promoted through the creation and utilization of the environment." The planning of regional settings and the creation of the environment should be based on the specific requirements of educational objectives and educational content, as well as in line with the needs of young children. Planning should be based on the age characteristics and cognitive level of the child, and whether it is convenient for the child's activities, conducive to the child's development, and meets the child's needs. The creation of the environment should not only take into account the mutual communication and cooperation between children, but also pay attention to not interfering with each other, so that children can concentrate on activities and explore problems with confidence. Only then can we know how to create a regional environment. The issue that we pay attention to is also where its value lies.
Our regional settings are arranged by teachers and children through consultation. We mainly use a combination of fixed and flexible methods to allow children to have a fixed regional location, and can also adjust according to the needs of teaching and children. Flexibly set up and adjust the area according to interests to meet the needs of different children, and also allow children to choose their own free activities to achieve the purpose of exploration.
When setting up the area, attention should also be paid to the dynamic and static partitions, such as arranging the book corner, calculation corner, and role area near the indoor area, and arranging the science area, performance area, hands-on area, and music area near the room. Outdoor place.
(2) Put in operable materials.
Piaget proposed: "Children's wisdom comes from materials." In regional activities, the placement of materials is an important and complex task. The importance is reflected in the fact that if there are less materials provided, regional activities cannot be carried out normally; the complexity of the materials is reflected in ensuring that children are interested in exploring and ensuring that children obtain inquiry results that are consistent with educational goals. Therefore, the delivery of materials is a key factor in the success or failure of the event. So, how to release relevant materials in regional activities to meet the needs of children at different levels?
First of all, the materials must be exploratory. The exploratory nature of materials means that the materials must be able to guide children's hands-on and brain-using activities. The reason why we propose that materials must be exploratory is because only exploratory materials can trigger children to use their hands and brains, support children's games and various exploratory activities, and be conducive to triggering and supporting active interactions with the surrounding environment. What's more important is that children operate on the basis of brain thinking. This is an activity in which children use brain thinking and hands-on operations intertwined. Hands-on operations that do not allow children to use their brains to think cannot be regarded as exploratory activities. For example, when we are doing the theme activity of "Ship", if we give children several models of ships and ask them to find the differences in the appearance characteristics of the ships, or how many floors the ships have, these are not considered exploratory activities. . If children are given various materials, such as cardboard, foam, glue, knives, wax paper, etc., and allowed to use these materials to make simple boats by themselves, this is an exploratory activity. Therefore, when providing materials, we should also pay close attention to the exploratory nature of the materials.
Secondly, the multi-layered and diverse nature of materials. The multi-level nature of materials means that the placement of materials must be based on children's interests and needs and different development levels, so as to promote children's improvement at different levels above their original levels. When carrying out the theme activity "Beautiful Flowers", in the art area, I deliberately provided two different examples for children to choose. One is to draw the outline of a flower for children to color, and the other is to draw different flowers for children to choose. Children can draw the stems and leaves of the flowers themselves, or add to them. Children at different levels can choose according to their own abilities and needs. The diversity of materials means that the materials are operable, interesting, and changeable around the educational goals.
In the activity with the theme of "Beautiful Flowers", the activity of "Knowing Flowers" can provide colored pens, crayons, stamps, scissors, paper, glue, paint, etc., so that children can draw, print, and cut flowers. , fold flowers, dye flowers, and arrange flowers to meet the different needs of children, stimulate children's interest, and attract children to actively participate. This is also the main reason why regional activities are so popular among young children. Therefore, this requires that the provision of materials should pay attention to multi-level and diversity, and give full play to the advantages of active materials.
2. Careful organization and guidance
In regional activities, teachers’ organization and guidance are the main link and the main part, which mainly includes the active participation of children and the assisted participation of teachers. Teachers play a leading role in this link and should let children engage in creative and proactive activities, and promote and encourage children to discover and solve problems during activities. So, how should teachers organize and guide so that they can play a more effective guiding role?
(1) Teachers and children participate in formulating rules.
Regional activities are not only a form of learning activities for children, but also a form of educational activities organized by teachers. Therefore, the formulation of regional activity rules should be completed jointly by teachers and children.
First, make it clear before the event. Some activity rules are mandatory and require children to abide by them before activities. Such rules must generally be put forward before activities. For example, playing in the sand is one of the favorite areas of young children. If there are no clear rules before the activity, the child may blow sand everywhere. Although the child has a great time, his eyes and mouth will be injured. This requires us to state the requirements before the activity: we are not allowed to blow sand at others, let alone throw sand outside the area.
Secondly, it is gradually formed during activities. Sometimes children encounter problems related to rules. Teachers can not rush to tell children what to do, but let children gradually establish corresponding rules through discussion and reflection. Discussions often revolve around common issues encountered in regional activities. Children cannot solve this kind of problem by themselves. The purpose of discussion is to establish corresponding rules to solve the current problems they are facing. In situations such as fighting for toys or characters during activities, teachers can organize children to discuss the issues that occurred. Once, in the performance area, I put in a new set of costumes. As a result, the whole class of children gathered around to fight for the costumes, making the activity unable to proceed normally. Everyone looked at me asking for help, so I called the children together to discuss how to deal with this matter. The children talked a lot, "You can't grab it!" "Let's play together." "Take turns to play!" This is what I said while the iron was hot: "Everyone is so sensible, let's take turns to play! The children who don't have a turn are here. As a spectator, you can’t come up; the children whose turn it is can’t play for too long, and more children can come to play.” In this way, the children and I set the rules. The children were playing happily again. By using this method to formulate activity rules, children can easily accept them and consciously abide by them during activities.
(2) Teachers’ participation and guidance.
The "Outline" points out: "Teachers should become participants, guides and collaborators in children's learning activities." Teachers are catalysts in activities, and their job is to assist children to develop in the direction of their interests. Good at capturing children's new interests in activities and leading them to new games. In activities, teachers cannot limit their role to providing activity materials, arranging children to enter corners, presiding over children's division of labor and cooperation, and resolving disputes among children, so that children are under high control. Rather, we need to be good at observation, and we must also provide timely and appropriate guidance, inspiration, and encouragement to allow children to be active and active, so that children have more opportunities to express themselves and summarize themselves, and to promote the improvement of children's autonomy. It is necessary to constantly observe and participate in games between various areas, pay attention to each child's operational ability and communication ability, give encouragement and praise in a timely manner, and strive to choose the appropriate time to participate in the child's activities when problems arise. Discuss, explore and solve problems with children, truly embodying the status of children as the main body and teachers as the leader, rather than imposing one's own ideas on children, forcing children to accept and carry out activities according to the teacher's ideas, which will quickly make children feel bored. Greatly reduce the enthusiasm of young children.
3. Patient summary and evaluation
Summary and evaluation is an important part of any activity and is indispensable. In the past, we always ended the activities hastily without evaluation. Its purpose is to guide children to spontaneously and voluntarily communicate, discuss, actively express emotions, enjoy happiness, solve problems, improve experience, and provide full performance. Exchange learning opportunities while stimulating a desire to be active again. The results of evaluation often affect children's future activities. Evaluation also has a certain guiding role in children's development. Therefore, evaluation must also have certain skills. There are many ways to evaluate. No matter what evaluation method is used, it cannot We only focus on the results, but also on the evaluation of the process.
(1) Children’s active evaluation. The evaluation of regional activities is to summarize the performance in the activities, provide suggestions for the next activity, encourage children to put forward higher requirements, and encourage children to collaborate and innovate.
To stimulate children's desire to learn again, when evaluating, teachers should encourage children to boldly express what they see, hear, feel, and experience, build a platform for children to communicate, and express what they see, hear, and feel in the activities , express the experience. This can not only enhance children's interest and allow children to have more communication opportunities, not only improve their language expression skills, but also allow children to learn to observe others and summarize themselves. When children make independent evaluations, teachers should use less encouraging language to guide children, such as: Your little hands are awesome. What did you build? How was it built? What do you find most interesting? Why? Through mutual evaluation and free communication among children, children can also see their own shortcomings and learn from the advantages of others, promote children's mutual progress and improve their awareness of cooperation and communication.
(2) Overall evaluation of teachers.
Teachers’ evaluation should be comprehensive, specifically based on the children’s activities, seize the children’s shining points to encourage them, put forward higher requirements, put forward deficiencies in response to the children’s problems, and encourage the children to speak boldly. One's own opinions can be summarized based on one's own opinions, and the teacher's evaluation can also be carried out from many aspects.
First of all, evaluate the habits of young children, "Which group of children took the initiative to tidy up their toys today, which group of children made a quieter noise during activities, XX child took the initiative to give toys to others, etc. XX child did not follow the rules. Go to other areas to cause trouble.
Secondly, what did you learn from the knowledge and skills acquired by the children? What skills did you learn while playing in the hands-on area? What is the best way to solve this problem?
Again, in terms of emotional experience, what games do you enjoy most and why? What happy things do you want to share with children in general kindergarten teaching? Each area has lesson plans. There are eight zones in the kindergarten area, which are distributed in different areas to cultivate children's various abilities. "Yudong District Corner" is a domestic professional manufacturer of kindergarten areas. It is one of the many kindergartens. and toy teaching aids dealers to choose from. Or contact them directly.
Regional activities are the most enjoyable activities for young children. Development environment, how to further mobilize the initiative and enthusiasm of children's activities, and how to better serve children's active development, we will continue to work hard.