The "Kindergarten Education Guidance Outline" points out: Create a relaxed environment for children's exploratory activities, give every child the opportunity to participate in attempts, support and encourage them to boldly ask questions, express different opinions, and learn to respect Others’ opinions and experiences. Support and trigger children's manipulation, exploration, experimentation, production and other activities, and guide them to actively construct relevant knowledge and experience through their own discoveries. Regional activities refer to teachers purposefully creating an activity environment and putting out activity materials based on the educational goals and children's development levels, so that children can conduct individualized independent learning based on their own wishes and abilities, mainly through manipulation and fiddling. The activities just verified the scientific rationality of this concept.
We followed this educational concept and carried out the creation and arrangement of regional activities for middle classes.
The creation of regional activities in Class 8 has set up seven corners, namely the art area, puzzle area, construction area, science area, mathematics area, language area and book corner. Each corner can accommodate more than four children, including two library areas. In fact, there are eight areas, which is enough to accommodate our entire class of 33 children.
When we create the area, we consider the age characteristics of the middle class children. According to the development level of the middle class children, we set up corresponding game content. For example, in the science area and puzzle area, we set puzzles and keys. Operations that can be completed by children's hand movements such as lock matching, twisting screws, threading beads, changing colors (rotating pieces of paper), etc.; provide games that stimulate the desire for scientific exploration, such as table tennis, twisting and turning, and tricking the eyes Through operation, they can discover its wonders, stimulate their curiosity, and develop a desire to explore scientific phenomena.
We created a leaf and flower matching game in the math area. Find the flower with the corresponding number according to the number of leaves. We also provide a game of putting together dolls in various shapes, allowing children to use squares, rectangles, triangles, circles, etc. Make a doll out of shapes, and then count the number of various shapes on the doll. Provide an egg-building game, match numbers and dots, and match them according to different gaps to train their observation and discrimination abilities. Provide a queuing game, allowing children to put the corresponding number of animals in the space below according to the number of animals in the previous picture, thereby establishing the concept of quantity. Provide a picture solitaire game, and assign pictures one by one according to the pattern of the picture. Solitaire, understand the concept of Solitaire during operation, and train observation and thinking skills.
What we provide in the art area are more materials for art activities. These materials can allow children to use these materials to carry out any art activities they need after the teaching activities, or they can Draw freely according to your own ideas. Of course, we also have some semi-finished products, such as making envelope puppets, making paper tube puppets, etc., to help inspire children to engage in making activities when they have no ideas. In addition, origami activities are the focus of our study this semester, so we also provide colored paper and other materials in the art area, so that children can learn origami whether during after-school breaks or during regional activities. The materials are readily available. .
In the construction area, we mainly provide ready-made building blocks, plastic inserts, snowflakes, mushroom nails and splicing toys, allowing children to exercise their hands and brains through building, construction and other activities, and promote the development of intelligence.
The creation of our language area has changed the general approach. It mainly uses the walls of the sleeping room to make full use of the space. It is mainly also considering that the venue of the activity room is insufficient, so the venue is used wisely. We use cloth bag tools to put some made materials into the cloth bag, and usually stick it on the wall, which does not take up space. When needed, it is equipped with a small round table, and the children can move the chairs over and play. . The content is also very rich, mainly telling by looking at pictures, telling by arranging pictures, talking about quantifiers, blooming in one word, reading ancient poems, recognizing them, creating and making up stories, etc.
When they start playing these games, they need to be played under the guidance of the teacher. After they gradually become familiar with the methods of the game, they can play by themselves. They can also play with two people, one asking questions and the other answering. Very interesting.
The book area is also placed in cloth bags. Firstly, it is to save space. The second reason is that it is also in the sleeping room, because it is a relatively quiet environment, so that dynamic and static content are relatively separated. Purpose.
We use the method of inserting photos into the area cards. We have seen that other kindergartens use a centralized zoning board to allocate areas, but we put the area entry board directly on the area cabinet. The purpose is to make the children more clear about the area they are in, because I found that the children are confused about the specific signs and specific areas. The corresponding area cannot be achieved yet. There are four photos on the entry sign of each area, and other children cannot enter. This is the rule we have set. As long as the children follow this rule, they can choose the area by themselves and achieve reasonable allocation. .
In addition, in order to cultivate the children's ability to organize materials in the area, I put labels on the placement of items. Label 1*** There are two identical labels. One is affixed to the box containing the materials, and the other is affixed to the cabinet where the materials are placed, so that children can match the items with their placement. And label different areas with different colors so that children can distinguish them. This also helps to train children's classification ability and develop good habits of classifying and placing items.