First, teachers themselves are the medium of influence-choose the way to implement intervention.
In the regional activities of ecological kindergartens, teachers and children are equal subjects of dialogue, and children can choose, partner and construct independently according to their own wishes. Teachers can't interfere with children's behavior, but they can't completely let go and lose the purpose and direction of educational activities, so we emphasize intervention. Intervention is not intervention. The so-called intervention means that on the basis of careful observation of children, teachers skillfully use various ways such as demonstration, cooperation or intervention to exert educational influence on children, so as to guide and improve children's behavior and make them develop towards the expected educational goals. There are usually three ways to implement intervention:
Parallel intervention
Parallel intervention means that teachers approach children in space and engage in the same activities with the same materials, aiming at guiding children to imitate, and teachers play a suggestive role. In regional activities, when teachers observe that children don't understand the performance of the materials, or lack operating methods and skills, or show hesitation in a certain area, teachers can use the same materials to carry out activities near children, but they don't have direct verbal and oral interaction with children (occasionally they can talk to themselves or make some comments, but they don't directly interfere with the process of children's activities, but use their own behaviors to set an example and guide children's activities. For example, when a teacher observes that children are playing with building blocks in disorder in the construction area and don't know what to build, they can sit down next to the children and build a bridge or house with the same building blocks, which can not only attract their attention, but also urge them to think about how to use materials correctly to achieve their construction goals. In this way, under the influence of teachers, children may learn the correct operation mode, or be familiar with the performance of materials, or define the objectives of activities, or extend the duration of regional activities ... and then quickly enter the situation of regional activities under the guidance of teachers. On the premise of not affecting children's independent activities, teachers can naturally guide children. The biggest feature of parallel intervention is that children unconsciously accept the guidance of teachers and avoid the tendency that teachers' guidance may interfere with children's activities.
Cross intervention
In regional activities, when teachers observe that children's activities need teachers' participation and guidance, teachers will enter the activity situation as activity partners or invited by children, or play their own roles to guide children through teacher-child interaction and role interaction. However, children still need to master the process of activities independently, and the teacher only plays one of the roles, giving feedback on children's behavior in language or action according to the needs of regional situations. For example, the teacher observed that children only took letters from the mailbox monotonously in the post office game, and then sent them to others, so they appeared as "senders" and pretended not to know how to write the address, where to post stamps and how many stamps to post, so as to attract the "staff" of the post office to take the initiative to discuss and introduce, further enriching the plot of the children's game. Cross-intervention is not to teach children the knowledge and methods of regional activities directly, but to enter the regional game as a role and ask questions about the development of the game plot, thus prompting children to think and promoting the in-depth development of the game. Cross-intervention should avoid the situation that teachers directly give orders to affect children's games. Teachers use the relationship between the characters in the game to guide the development of the game more implicitly and naturally.
(3) vertical intervention
When the teacher observes that the child has seriously violated the rules in regional activities, or has disputes, or has aggressive and other dangerous behaviors, the teacher directly enters the regional game as a teacher to directly intervene and guide the child's behavior. For example, in the jigsaw puzzle area, when the teacher found that two children were arguing about how to move the flying chess, whether it was right or wrong, and whether the argument was neck and neck, the teacher intervened in the children's activities, explained and demonstrated with actions and language, and discussed the correct move with the children until the children mastered it. The difference between vertical intervention and cross intervention is that teachers are in the position of leadership and control in regional activities. It requires teachers to effectively grasp the opportunity to intervene in children's activities, and should not destroy or interfere with the process or interest of children's activities because of their own intervention, so it is generally not appropriate to use them more. Moreover, long-term use will easily lead to children's habit of relying too much on teachers in regional activities, which is not conducive to the improvement of children's ability to solve problems actively.
Among these three guidance methods, the first two are indirect guidance strategies, which not only ensure the deepening of activities, but also do not affect the progress of children's activities. The third way is to direct the strategy, and use more teachers to explain and demonstrate to ensure the smooth progress of the activities. As a teacher, we should flexibly choose intervention strategies and give effective guidance according to children's activities.
Second, give full play to the "living" value of materials-material placement and change strategy.
Piaget once pointed out: "Children's active activities are closely related to the colorful environment and materials that teachers put in according to their goals. ① "Regional materials, as the operating objects of children's activities, are the media for children's construction, learning and development. Therefore, the selection, delivery and replacement of activity materials is also one of the guiding strategies for teachers to influence and standardize children's activities, support and guide children's learning and development. Although regional materials are static, eco-regional activities emphasize the maximum utilization of materials, make them fully "alive", influence children with materials as the medium, and give full play to their values. Teachers can consider the following aspects:
1, the material should be rich and varied to stimulate children's interest in activities and exploration.
Whether the materials are rich, interesting and changeable has a great influence on whether children can actively participate in the operation and stimulate their desire to explore. Interesting convex-concave mirror, wonderful magnet, changeable tricolor, hourglass, turntable, puzzle, etc. Marbles in science area and living area, animal feeding, kitten fishing, etc. The graphics, digital babies, puzzles and changeable geometric figures in the calculation area are full of temptations for children, and their interest in playing is very strong. However, it is difficult to arouse children's desire to explore for a long time by relying on rich and unchanging materials. Therefore, teachers should supplement materials and combination materials in time, so that materials can trigger new exploration activities for children. For example, children in the art area are decorating bamboo roots. When the teacher observed that most children simply decorated bamboo roots into dolls or trees according to their natural shapes, they added cotton, plasticine, small tubes and so on in time. At this time, this "new material" instantly gave children new information, and brought new excitement and new goals to their production. Many children picked up bamboo roots to continue decorating and explore new ways. Some children decorate bamboo roots with cotton into a long "dragon", and some children use plasticine as an auxiliary decoration to become "robots" ... colorful materials bring more exploration and creative learning to children.
2. Materials should include educational objectives and contents.
Materials for regional activities are not distributed casually. The materials distributed should take into account children's age characteristics, recent educational goals and children's development level, so that the materials contain or concretize educational goals and contents. When children operate these materials, they can reveal the relationship between related phenomena and things, which are exactly what teachers expect children to get and can also be obtained by children of this age. For example, the teachers in the middle class put the tricolor in the art design area, hoping that children can feel and discover the phenomenon of tricolor change by playing color games, and construct the law of color change through their own positive thinking. For example, the small class living area provides buttons, wooden beads, stringed boards and other materials. To exercise the coordination ability of children's fingers, wrists and hands and eyes. Therefore, the materials put into regional activities are the result of teachers' active thinking, which contains educational objectives and contents to some extent.
3, the material should be hierarchical and systematic.
Regional activities are one of the best ways for children to learn individually. Therefore, teachers should never put materials across the board. They should accumulate experience about children's development through usual observation, and provide different levels of materials for children with different levels of development according to the uneven level of children in the same class, and decompose the operational level from easy to difficult to form a system to meet the different needs of children's learning. For example, a teacher provides different materials for three children of different levels in the library area, and puts forward different requirements: providing tape recorders and tapes for children with weak ability, headphones to let them learn to listen to stories carefully and stimulate children's reading interest; Provide books for children with medium ability and exercise their ability and habit of reading pictures; For children with strong ability