Recently, I have studied the "Guidelines for Learning and Development of Children Aged 3 to 6" and feel that individualized learning activities in kindergartens mean that teachers purposefully create an environment and put in resources based on educational goals and children's development levels. Activity materials provide learning activities that allow children to effectively interact with the environment, materials, and children. Therefore, teachers must understand the characteristics of small class children in individualized learning activities. In this way, when teachers create environments and provide materials, they can attract the learning interests of small class children, meet the development needs of small class children, and allow them to spontaneously and independently carry out individualized learning. . Through a series of practical activities on the creation of individualized environments and materials for small classes this semester, I have some insights into the strategies of situation creation in individualized learning activities for small classes. (1) Create life-oriented game situations

In individualized learning activities, the closer the content is to children’s lives, the more interested children will be and the easier they will learn. Therefore, teachers should select content and materials that are close to children’s life experience based on the theme, and create life-oriented game situations to help children integrate into the role and engage in activities as soon as possible.

Case: Dressing small animals in colorful clothes

Under the theme of "Animals' Flowery Clothes", the teacher created a situation in the doll's house of giving flowers and colorful clothes to small animals. Find the characteristics of the fur of small animals, find clothes, pants and socks with corresponding patterns, fold them neatly and give them to the small animals. So, I put some animals in the individual activities. Before the activity, I said: "We have met many small animals. Now there are many small animals that are not wearing their own clothes. Please help the children to dress the animals in clothes that suit them." Clothes. "During the activity, I observed child Chen Hanyu helping small animals find matching patterns based on their characteristics. When Chen Hanyu held up the clothes with white background, I asked: "What animal pattern will the clothes with white background have?" He said: "Cows and zebras. The patterns of cows are large black backgrounds, and the patterns of zebras are The shading is one by one." When Chen Hanyu was holding the yellow shading clothes, I asked: "What animal pattern would the yellow shading clothes have?" He said, "Tiger, cheetah and giraffe patterns. They are stripes, leopards have polka dots, and giraffes have patches.”

Analysis and reflection:

Children are very interested in animals, and teachers should be good at seizing educational opportunities. Discover children's points of interest and help them sort out, integrate and construct their existing experiences. Individualized activities based on children's points of interest are activities suitable for children. Through their exploration and teacher's guidance, children can help improve their experience of the fur patterns of various animals. Children will find patterns in the activities. , accumulate and improve knowledge and experience, and feel happy at the same time.

Adjust strategies:

1. You can also increase the difficulty appropriately when placing materials. Some patterns can be found through exploration, while others have no patterns, such as peacock patterns and snake patterns. Patterns, etc. are available for children to choose.

2. The comments at the end of the activity should attract children's attention, guide them to actively explore and discover patterns, and experience happiness.

Experience:

The above-mentioned life activities are designed to be situational, closely connecting children's learning and games with their lives, not only connecting children's life experience, but also stimulating children's Effective game behavior maintains children’s interest in games.

(2) Create a story-based learning situation

The story-based learning situation brings children into a more realistic situation with its vividness and plot, allowing children to have The feeling of being there. Let children learn in a learning situation.

Case: Big Forest

In the theme of "Animals' Colorful Clothes", the teacher created the story situation of "Big Forest", allowing children to play hide-and-seek with the small animals in the forest. game. There are many shadows of small animals in the forest. Children can make puzzles based on the shadows and talk about which small animals are in the forest and how they hide and seek. However, after not investing in this individualized activity for a few days, the children lost much interest.

I have observed that children with strong abilities, such as Yu Menghan, Zhou Zihao, Zhang Jialin, etc., can find the shadows of animals in a few seconds.

Adjustment and analysis:

The content of this personalized activity may lack interest and challenge in design. So, I made some adjustments and added grass, stones, houses, etc. The game is based on the story of hide-and-seek between animals and shadows: let the shadows of some animals hide in them, revealing only some characteristics, and let the children help the little rabbit find the shadow according to the characteristics, for example: the shadow of a rabbit has long ears, big ears, The elephant shows its long nose, etc.; secondly, based on the fur features on the graphic, the children can guess what small animal is hidden behind it, and then use a rope to pull it to see who is hiding, especially when the child sees the hidden animal in the graphic. The child was very happy when the hidden animal was exactly the same as his guess. In such story situations, children's cognition and emotions are well developed. After I modified this game, I went to observe the children and found that the children's interest increased significantly, and more children came to this individualized play.

Experiences:

Through this game, I felt that although the situational items were prepared and the production was very exquisite, I thought that children would be interested, but it was just the opposite. Therefore, as to whether children are interested in personalized content, I think we must start from the perspective of young children. Through the experience of modifying the content of this individual activity, I feel that before determining whether they are interested, it is necessary to play with the children based on the formulated content to see which one they are more interested in. Only when children feel interested can the learning situations created meet the needs of children's development.

(3) Create multi-dimensional game scenarios

Children can learn more knowledge in multi-dimensional game scenarios

Case: Whose home

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The personalized game "Whose Home" has attracted the attention of many children. There are four babies here to play today. Although there is only one game content, all four babies can get the benefits of the game. satisfy.

Child Li Guobin first opened a door to look at the shadow of a small animal. While looking at it, she guessed what kind of small animal it was. She guessed the name of the small animal by looking at the outline of the small animal's shadow, and found the name of the small animal. The corresponding snakes were found and paired.

Child Zhang Baiyuan was observing the colors in the door. As he looked, he said: "The yellow door with black patterns lives in tigers, and the door with black and white patterns is the cow"...

Xiong Xinyue discovered that there were numbers on the window. He was surprised to find that there were small dots on the back of some pictures of small animals. After matching the number of small dots with the numbers on the door, the small animals found their own shadows.

Qiu Ziran held the pictures of small animals in her hands. She was looking for neighbors for the small animals. She found the corresponding positions for the pictures of the small animals according to the teacher's prompts.

Analysis and reflection:

In the "Second Curriculum Reform", the game materials designed by the teacher only have one or two ways to play, or can only be played by one child, and cannot satisfy both needs. Multiple children's game wishes. "Whose Home" fully considers the game method of playing multiple things with one thing when designing the game, so that children can get more learning opportunities in multi-dimensional game situations; such as knowledge of numbers: matching, up and down, quantity; such as life Experiential content: understanding of external sexual characteristics of animals, patterned fur, etc.

Experience:

In the concept of the new curriculum, first of all, be familiar with the children’s development goals and age goals, secondly, continuously improve one’s observation and analysis abilities, and finally, only oneself can master the comprehensive Only with more knowledge and skills can flexible integration be achieved. As long as our teachers tap more into the utilization value of the games they design and allow them to fully utilize the functions of the games, children will have more opportunities to play and they will also achieve greater development.

In short, situation creation is like a "booster" in individualized learning activities in small classes, making children's learning not only a behavioral participation, but also a positive psychological and intellectual interaction. .

Integrating individualized learning into the situation can allow children to gain game experience and present an interesting and interactive learning process. Only in this way can the vitality and charm of learning be shown, and learning can be loved and accepted by children, thus allowing children to acquire knowledge and develop abilities. .