The kindergarten teachers in our town are seriously aging and slow to accept new knowledge. Despite repeated training and guidance, some kindergarten teachers did not really consider children's interests, needs and development when arranging the environment and preparing materials, but relied on their own subjective judgment, or blindly imitated the mode of going out to visit, or blindly copied the contents of the teacher's book, and even made it fancy and impractical to meet the inspection; At the same time, the setting of the environment and the transmission of materials are rarely considered to achieve educational purposes, so it is impossible to effectively guide children to develop to a higher level, and the educational value of the environment cannot be reflected.
In order to effectively use the educational function created by kindergarten environment, promote the development of children and guide the interaction between children and the environment, we must understand the educational value contained in each activity and each material. For example, building blocks are the most common materials in kindergartens, and children can get in touch with them in structured play areas. Children can acquire knowledge of the color, shape and size of building blocks through observation; Using building blocks to operate can develop children's small muscle movements and hand-eye coordination ability, understand various geometric shapes, cultivate children's initial artistic modeling ability and aesthetic ability, and actually understand physical concepts such as center of gravity and balance. Another example is the soil in the flowerpot in the natural corner. We can guide children to carry out perceptual activities, let them simply know what kind of soil is suitable for what plants to grow, let them know that there are water, air, humus and other components in the soil, and let them know the characteristics of the soil in their hometown. For example, the "mountain soil" composition on Wulian Mountain is most suitable for the growth of azaleas and camellias. A lot of knowledge of nature has penetrated into children's hearts inadvertently, and cultivated children for scientific exploration. At the same time, guide children to understand the role of soil in human beings and sprout children's feelings of cherishing the land.
To give full play to the role of the environment, we must also make clear the educational function of each wall decoration. For example, the wall decoration "Mother Earth" in the middle class is a poster designed and produced by children to cooperate with environmental protection propaganda. By asking "Mother Earth is ill, what should we do?" Guide children and parents to collect information about the causes of Mother Earth's illness and the methods of treating Mother Earth. In the process of collecting information, the children also participated in many environmental protection activities, consciously and actively protecting the surrounding environment. In the process of wall decoration design and production, because the content and materials of wall decoration come from children's lives and topics that children care about, children are very interested and easy to accept. Teachers keep asking new questions, and children's interest leads to the deepening of environmental education, which is linked with children's daily behavior. These practices have laid a good foundation for children to truly understand the significance of environmental protection and form conscious environmental protection behavior. The wall decoration was done, but the educational activities did not end there. The teacher guided the children to continue collecting and sorting materials to enrich the content of wall decoration. In this process, children exchange and share the collected environmental information with each other, and they begin to learn to pay attention to the surrounding environment and protect it with their own practical actions.
Second, inspire, encourage and guide children to interact with the environment.
According to many visits, study abroad and exploration practices in recent years, I realize that if we want to effectively use the educational function in the creation of kindergarten environment, we must guide children to "interact" with the environment. Only in this way can children actively learn and develop, otherwise everything is just a decoration. Setting the environment and placing materials according to children's interests, needs, current development level and educational goals is the basic premise. To truly realize "interaction", teachers must also inspire, encourage and guide them. To this end, the teachers in the park and I work hard to do these things:
1. Take the process of collecting materials and creating environment as the learning process of children.
After each discussion between teachers and children, we decide the content of corner layout or wall decoration, and we prepare materials and design and make them together with children. In this process, we fully mobilize children's enthusiasm, let them do what they can, let them think what they can think, let children use the existing knowledge and experience to obtain information and materials through watching, listening and asking, and develop their ability to obtain information and materials and explore and solve problems.
2. Give children the right to choose and use materials independently.
Practice has proved that whether children have the right to choose and use materials independently has greatly affected their enthusiasm for participating in corner setting and wall decoration production, which has affected.
3. Give children the right to make mistakes and find out the real reason behind the mistakes.
Children's age characteristics determine that their understanding of objective things will be influenced by direct experience. In learning and exploring activities that interact with environmental materials, children's practices and conclusions are not all correct, and there will inevitably be some one-sided or even wrong places. At this time, we should not simply criticize and blame children, but try to understand their true intentions and understanding level, so as not to misunderstand or hurt them. For example, after a large class of children watered the cactus with boiling water, the cactus first turned black and then died. Instead of simply criticizing him, the teacher tried to understand the real reason behind his "destructive behavior." Through the inquiry, I know that the child does not want to "destroy", but for a kind motive to make the flowers "talk about hygiene and drink boiled water" like children. In doing so, teachers not only protect the children's good wishes, but also understand the children's existing experience and knowledge level, which provides a basis for further guidance.
4. Cultivate children's scientific attitude of respecting objective facts and drawing conclusions based on facts.
For a long time, some teachers paid little attention to cultivating children's scientific attitude of respecting facts, did not give children a chance to try, and were used to judging their own right and wrong, making children feel that truth only exists in teachers' minds, and they care about teachers' attitudes rather than objective facts themselves, which caused children to rely on and cater to teachers. To change this phenomenon, we must renew our educational concept, from "teachers talk, children listen" to "let children explore actively and find answers by themselves", create opportunities and conditions for children to participate in educational activities, and gradually cultivate children to form a scientific attitude of respecting objective facts and drawing conclusions according to facts.
5. Support, inspire and guide children to interact with the environment.
Whether it is the environmental materials prepared and created by teachers and students together, or the environmental materials provided by teachers according to the educational objectives and contents, we should actively support and encourage children to carry out inquiry and operation activities. When guiding children to carry out inquiry operation activities, we should change the role of "inspector" in the past, shift our energy from "checking whether toys are dropped, whether things are chaotic and whether children are in conflict" to children's inquiry operation activities, pay attention to children's interests and needs, correctly judge their development level, and guide children to develop to a higher level. For example, a teacher in a large class once guided children to discuss the question "On what road can cars run faster" and encouraged them to give their own answers. In order to let the children verify their guesses, the teacher mobilized the children to find all kinds of building blocks, cardboard and cans with different heights and shapes the next day, and inspired the children to make slopes with different angles with these materials, and provide slopes with different textures such as rubber, wood and glass. When the children compete on the built slope, the teacher will inspire them to observe the relationship between the speed and the slope and smoothness of the road. Through many operations, the children found that the speed of the car sliding down the slope is not only related to the inclination of the road surface, but also related to the smoothness of the road surface. They initially experienced the relationship between speed and inclination, speed and friction, and found many secrets, so they were very excited.
Third, provide materials in time and adjust environmental settings.
Children's age characteristics determine whether their understanding of the world is perceptual, concrete and vivid, and they often need the help of objects and actions. Therefore, it can be said that the material environment is the intermediary and bridge for children to learn. Therefore, we should strive to achieve the educational goals and contents, and reflect the knowledge and experience that children expect to gain in the material environment.
We can understand children's interests and needs by observing, asking and providing situations or materials. At the beginning of this semester, our garden was extensively painted, and the teachers removed all the original exquisite wall decorations. When the child arrives, it is not beautiful to face emptiness.
In order to make full use of the educational function of the environment, we not only arrange specific educational activities, but also respect and support children's spontaneous interests and problems and flexibly adjust educational plans. For example, a few days ago, small class teachers were preparing to carry out teaching activities as planned. At this time, the two children put the snail in the animal corner on the table in the activity room, so the class's attention was focused on the snail at once. Seeing that the children are so interested in snails, the teacher decided to temporarily adjust the educational activity plan and actively support the children's spontaneous inquiry activities. In the process of inquiry, the teacher did not directly answer the question "Does the snail have a mouth?" Instead, he guided the children to seek the answer through their own inquiry activities, so that the children not only learned knowledge, but also obtained the methods and preliminary abilities to explore and solve problems.
Fourth, create a good theme environment and guide children to talk freely with the environment.
Educators point out that a good environment plays a great role in children's intellectual development, personality cultivation and emotional encouragement, which is irreplaceable by other factors in the education process. The process of creating environment is also a process of children's learning and cognition. It is necessary to fully expand the theme content, creative form and follow-up education connotation of environment and promote the interaction between children and environment.
1. Enrich the creative forms of theme environment and promote the improvement of children's autonomous learning ability.
In the form of creating the theme environment, multi-angle and multi-form layout is adopted. For example, this year's theme of "Mom in My Eyes" was created through children's language descriptions and photos. In the process of creating a theme, children learn much more through exploration than we do in class.
2. Deepen the theme and let the environment speak loudly.
The recessive educational value of environmental education has attracted enough attention of preschool teachers in recent years. However, the combination of environmental education and thematic teaching courses shows obvious educational function. For example, in the creation of the theme environment of autumn harvest, we first discussed and formulated the theme content of "fruit feast" with children, and then organized children to carry out manual activities to develop their hands-on ability. After the creation of the environment, we also carried out narrative activities: our fruit friends, music activities triggered by children's freedom-I am a fruit, etc. These teaching activities are all carried out around this theme environment. There are also spontaneous educational courses for children, which shows that the theme environment not only brings hidden educational functions, but also brings educational opportunities in many fields, which drives children to learn actively, generates learning courses and promotes children's all-round development.
3. Explore opportunities for peer interaction learning
In the creation of theme environment, it emphasizes the mutual cooperation and communication of children. For example, in the activity of "going to primary school", children collect all kinds of information through their own channels. By posting materials, children get together to discuss after meals every day. Because each child's interests and concerns are different, the materials collected by children are different, and other children's materials can also trigger mutual learning and even arguments between children, which will promote the interaction between children in the process.
5. Set various activity angles in the activity room.
Our garden has set up a toy corner, a book corner, an art corner, a common sense corner and a natural corner for children in the activity room. These activity corners not only provide children with opportunities and space for activities, but also increase their knowledge, develop their intelligence and strengthen their ability to use their hands and brains in the process of activities. For example, the art corner set up in kindergarten is a place to provide children with artistic activities. Children's observation, imagination, creativity and aesthetic ability have been exercised and developed in activities such as painting, clipping, origami, shaping and making. Art activities can not only train children's thinking in images, but also cultivate their abstract thinking ability. Art activities are a good form of using one's hands and brains, alternating static and dynamic, and entertaining. Children do it in play and play with middle school. The whole activity was lively, interesting and colorful. Can let children sprout the initial taste of feeling beauty and expressing beauty. Therefore, it is necessary to set up an art corner in kindergarten. Setting up a book corner for children can enrich their knowledge and develop their intelligence through reading.
Children are naive and lively, and the formation of their early personality and habits is closely related to the environment. Children's physical weakness determines their dependence on the environment, and the plasticity of children's behavior determines the universality of environmental effects. The particularity of children's physical and mental development determines the importance of creating a good educational environment for children.
Through the careful arrangement of kindergarten environment by kindergarten teachers, a warm, elegant and comfortable environment has been created for children. A good environment to adapt to education not only achieves the goal of shaping children's hearts and pouring their emotions, but also lays a good foundation for the motherland to cultivate cross-century creative talents.