First, flexible use of various language guidance strategies, give play to the positive role of teacher guidance.
In the early days of the construction of living quarters, we often see and hear that teachers often use some mandatory language, such as: this is not right! You should do this! And so on, it interferes with children's behavior, replaces children's thinking and behavior, and is not conducive to children's independent learning. In order to change this phenomenon, teachers should use open guidance strategies to protect children's desire to explore independently.
1, retreat-the application of "transferable" language.
Children always have a certain degree of dependence. When they encounter difficulties in the process of playing games, they may not be willing to try and find solutions independently, but will choose a more convenient way to turn to adults for help. In this case, the teacher might as well transfer the question and let the children accept the challenge happily and actively. For example, when a child in a big class is making a small cake, a boy can't grasp the strength of beating eggs, so that some egg liquid will always spill outside. The child who worked with him said impatiently, "You are so stupid that you wasted all your eggs." So the boy asked for help and found me. I said to the child who accused him, "why don't you help him?" He is actually very smart and learns quickly! " So they tried further together and the problem was solved.
2. Push-the application of suggestive language
Modern education mode requires us to observe and understand children more, and on this basis, find their needs and promote their continuous progress, and the process of exploration should guide children to complete it themselves. Hinting is not only a hidden way of education, but also helps children find new ideas and directions through relatively indirect language intervention in the process of guidance. For example, when making a sandwich in a large class, a group of children appeared such a scene: a child printed the outline of a triangle on a non-woven fabric with a triangular board and then cut it out separately (including bread slices and meat slices of the sandwich, etc.). In the final combination process, he found that it would be better to put the outlined face inward, which caused the phenomenon that "bread" and "stuffing" could not be matched. After repeated attempts, he still couldn't achieve the effect. At this moment, I put the sandwich template (triangle) on the sandwich he just made, and suddenly I smiled. He picked up the pen and tried again. I asked him why, and he said "Big Mac". I smiled and said, "Great, it's great that bread is not wasted!" "
3. Application of "suggestive" language
Mr. Ye Shengtao, a famous educator, said that "teaching is not important, but introduction is important". Clever guidance and effective promotion will play an important role in the operation of children's living quarters. Suggestive language often appears in the form of inquiry. Different from inquiry language, it not only asks questions, but also gives specific directions, such as: try this method, and if you can't think of other methods, you can achieve this goal. For example, when middle-class children play games in small hospitals, nurses give intravenous drip to patients and then sit beside them bored. I said, "What's wrong with the patient?" Or remind him not to move, he will miss the needle, pay more attention to observation! He got busy at once and said, "May I take your temperature again and see if you have a fever?" "
4. Comment-Application of "discriminatory" language
Using a pair of discerning eyes to discover the bright spots of children in the game and show the achievements of regional activities can not only let children experience the achievements of the region, but also lay the foundation for the extension of the game and help children solve the common problems in the game. Provide behavioral and emotional support for children's next activities. In the evaluation stage, teachers can use "discrimination" or "questioning" to guide and stimulate children's discussion. This kind of language can best trigger the interaction between children and make children with different views argue, so as to experience sharing in the process of "speaking", and the process of "arguing" is a collision of wisdom; The process of "analysis" raises the point of view. For example, when making cakes, children in large classes found that every time cake liquid was added to the mold, it always dripped next to cake machine, producing a paste smell. After the activity, I took it to cake machine for the children to observe, and they quickly told me about this phenomenon, so everyone started a discussion, and I guided them to watch the production process of the recording (from scooping cake liquid to joining the process). They found that the reason was the excess cake liquid left by the spoon. After the children's "debate"-"analysis", I finally think that the cake liquid should be scooped out and scraped at the edge of the bowl, so that it won't happen again, which provides behavioral support for the following activities.
Second, teachers observe carefully with their eyes and guide skillfully with appropriate methods.
Children explore and try their own activities in the living area according to their own needs. However, there will inevitably be some contradictions and difficulties in this activity, which need teachers' timely guidance.
1, carefully observe the whole activities of children and find problems.
Teachers carefully observe the children's activity state in the activities, grasp the performance that can reflect the children's activity level through observation, and accurately grasp the actual development level of Germany and Germany in children's activities through these performances. On this basis, change materials purposefully, give timely and appropriate guidance when children need it, and improve the level of activities. According to children's behavior, know which areas of activity are more attractive to children, and know what operating materials children like according to their personality development and learning characteristics. For example, children's favorite doll house, where children can play the roles of parents, scholars and adults, cook, take care of the baby, imitate the labor of adults and experience the life of adults. At first, we provided some small plastic containers and plastic food when imitating adults to cook. Children were interested in this kind of toys when they first came into contact with them, but with the extension of time and the continuous improvement of skills, they gradually lost interest, so teachers adjusted and replaced new materials in time, such as replacing containers with real-life items and turning food into operable jiaozi, buns and stuffing made of non-woven fabrics, which was more operational and challenging.
2. On the basis of "careful observation", "clever guidance".
After careful observation by the teacher, I found that children often have some problems in their activities. How to use teachers' wisdom and clever guidance to solve these problems will solve children's problems.
A: When there is something wrong with children's operation.
The operational problems of children in activities are mainly caused by the limitation of children's hands-on ability. For example, when making sushi in a large class, children do not have a good grasp of the action of rolling sushi, and often the roll is unsuccessful. At this time, the teacher can help the child tide over the difficulties according to some appropriate suggestions and stimulate the child's desire to operate again next time.
B: children can't play anymore.
Because the living area is the most interesting area for children, due to the limitation of space and materials, the number of people in an area is bound to be limited. For example, there are three producers, 1 waiter and four guests in the category "Drink Bar". But because one child had been waiting for two days, he had to attend, and even had a conflict with other children. So I asked the children to find a way to discuss it together. Let the game go smoothly.
C: Disputes between problematic peers.
The operation of living quarters is based on mutual cooperation among peers, so there will be some contradictions when there is cooperation. Timely guidance will resolve children's conflicts in time and let the activities go smoothly. For example, children make fruit platters, and the last process is to add salad dressing or ketchup. Because the guest ordered salad flavor, the result was tomato flavor, which led to the waiter's unwillingness to serve the guest and a dispute occurred. The teacher told the waiter whether he could communicate with the guests to see what they thought, or what methods could be used to make them accept the prepared tomato-flavored platter. The teacher opened up new ideas for the children, so the chef and waiter communicated with the guests together.
D: The child is negative and at a loss.
We will see that some children will show negative attitudes in activities. For example, children who are entertainers will have this kind of situation when no guests come, so we made such preparations before the activity: it is better to guide children to see the life hosted in real life, or let them see how the life experience hall does hospitality business, and guide children to think from two aspects. After discussion, the children found that entertainment was not easy. To attract customers, do a good job of hygiene, and remember what the guests ordered.
E: When children's creative behavior appears.
Whenever children's creative thinking appears, teachers must find it in time and give appropriate encouragement. For example, in the "drink bar", children will try to mix different fruits into different juices. When they have new ideas, the teacher invited guests to taste, increased the tasting area and affirmed the launch of new products. The next day, some children brought different fruits from home to provide raw materials for making new flavor juice.
F: Individual differences of children.
Every child's personality development and ability have individual differences. The operation of living quarters requires children to have certain skills, but different division skills require different things. For example, children cut cucumber strips wrapped in sushi, and we will find that this process is very demanding. In order to reduce certain difficulty, we divide sushi into: making sushi with different lengths, so the length of materials involved in sushi is also different. Short ones are easy to cut, long ones are difficult to cut. Skillfully cut short, and the length of the cut is gradually lengthened, so that children are gradually encouraged and affirmed.
Teachers should play different roles in the activities of children's living quarters, not only as mentors and guides, but also as children's playmates, mediators and calm bystanders. It is necessary to correctly grasp the opportunity of intervention and launch it at the right time. Only in this way can we show the true value of teachers' educational art and finally make children develop comprehensively and effectively in activities.