The Guiding Outline of Kindergarten Education points out that the environment is an important educational resource, and the development of children should be effectively promoted through the creation and utilization of the environment. According to the broad concept of environment, the environment of kindergarten refers to the sum of all the conditions on which kindergarten education depends. It includes both human factors and material factors; It includes not only the small environment in the kindergarten, but also the family, social and natural environment outside the kindergarten related to kindergarten education. Organically combine the spiritual environment with the material environment.
In kindergarten, the class can be said to be the first living environment for children outside the family, and the environment is an important educational resource. The creation and utilization of a good class environment will enable children to develop in all aspects in their interaction with the environment and exert a subtle influence on the people in it. But for me, who works in the front line of preschool education, there are still many puzzles in creating a class environment. According to my many years' experience, I found that there are many problems in the creation of kindergarten class environment, especially in wall decoration and corner layout, such as teachers using more hands and brains, children using more hands and brains, teachers planning more, children planning less, fixing more and changing less. The creation of class environment has lost the educational value of promoting children's development, and only pays attention to formal beauty, ignoring the systematicness of educational content. There are many reasons for these problems.
First of all, teachers themselves have great blindness in the arrangement and delivery of materials in the class environment, and rarely consider children's interests and needs, and rarely study the educational objectives and contents of the arrangement and delivery of environmental materials. Therefore, it is impossible to judge the current level of children and effectively guide them to develop to a higher level. Teachers still regard wall decoration as a task outside education and teaching. From topic selection to production, everything is designed and arranged by the teacher. In fact, it is not difficult to understand that children don't like the works that teachers have worked so hard to produce, which are both educational and appreciative. But those works that are not like, beautiful and inconspicuous are made by children for adults. Children have different preferences, expression and appreciation standards from adults, and have a strong demand for acceptance and success. Children's imagination is the richest, and the environment in which children participate in design is the most meaningful. Teachers should not worry too much about the poor effect of children's participation, stay in the form, change teachers' ideas and be flexible.
Secondly, children of different ages have obvious differences and have different requirements for the environment. If we do not pay attention to these differences, some children will not get favorable conditions from the environment to meet their development needs. After several years, there will be more fixed environments and less changes. In order to save trouble, there are still many teachers who complete their creations at one time regardless of their children's actual contact with teaching. Such a fixed environment will inevitably lose the value of the environment.
In view of this, I think that preparing and using certain materials, creating an environment according to scientific principles, giving full play to the educational role of the environment and promoting the all-round development of children's body, intelligence, morality and beauty are the problems that must be considered in creating a kindergarten class environment. How to create a better class environment in kindergartens?
The Guiding Outline of Kindergarten Education points out that the space, facilities, activity materials and routine requirements of kindergartens should be conducive to triggering and supporting children's games and various exploration activities, and to triggering and supporting the benign interaction between children and the surrounding environment.
Children's exploration activities are often caused by problems, and these problems are often closely related to the environment and operating materials. Many children have a desire to explore the objective world around them for their own development, which fully reflects their subjective consciousness. However, due to their young age and lack of knowledge and experience, teachers also need correct guidance. These guides may sometimes be at the beginning of the child's problem, during the child's questioning, or even at the end of the child's problem solving. But no matter which stage, teachers are needed to provide them with the environment and operational materials closely related to the inquiry activities. Therefore, when children explore freely, teachers should create an environment and provide relevant materials in time according to their exploration situation.
Example 1: Provide magnifying glass for regional materials.
The reason for putting this material is that children can't see clearly what the veins of leaves look like. Teachers put in observation tools according to children's needs. After the observation, the children thought and compared, and recorded the observed details in the form of "painting", which provided a record for the scientific discovery area. During this period, the children made creative ideas such as making and painting with leaves in the process of observation and recording, and the teacher provided various tools and auxiliary materials for the children's free-flowing activities.
Example 2:
The teacher called the roll in the morning, and the children found that a partner didn't arrive today. They all talked about it: "What happened to him?" "Is he ill?" "Maybe I went on a trip." The little problem of truancy attracted the attention of children, and the discussion resulted in a suggestion: "We should have our own pick-up card, not for parents." Next, the children design their own "time cards", and the teacher provides all kinds of materials to the children as participants. Finally, the small wall decoration of "Who didn't come today" in our class came into being, which attracted children's attention every day and finally formed a habit.
The above examples bring us a lot of thoughts: children's subjectivity, teachers are good at discovering, guiding and supporting, creating environment and expanding the scope of materials. From the creation of physical environment, we can see that the creation of narrow space limits children's wider exploration activities: the creation scope of kindergarten environment should include all the places that children want to go, even if it is reflected in the class, it should also include the places where children in this class often move. However, many teachers have misunderstandings in understanding and practice. Every class focuses on the main activity room and the main wall, thinking that the main ones are done and the others are not so important. The correct approach should be:
1. Consider the construction of kindergarten class environment in an all-round way.
(1) Make full use of the original environment, discover and excavate its characteristics, and make it play an effective role;
(2) On the basis of the original environment, carry out processing, transformation and reorganization;
(3) according to the needs of children's personality development and various educational activities, create a corresponding environment.
Therefore, it is necessary to expand and extend the area created by the environment, from "large wall decoration" to "small wall decoration". From the activity room to the bathroom and bedroom, the creative content is organically combined with the characteristics of each room to make it play a corresponding role. For example, the "water saving" sign in the bathroom; Safety signs between stairs and corridors, etc. Extending from indoor to outdoor, green belts, ditches, pools, mounds, fences, railings and stairs in the park should be considered.
2. Teachers can't replace arrangements to limit children's subjectivity in environmental creation;
The purpose of class environment creation is to trigger and support the positive role of children and the surrounding environment, so children are indispensable participants in environment creation. The understanding of this problem is actually the embodiment of teachers' education view and children's view. Teachers should not focus on "how I want to decorate and how I want to create", but on "how can I inspire, guide and support children to participate, how can children participate, and what conditions can I provide as much as possible". This participation is a process in which teachers organize children to participate in the design, collection and preparation of materials, arrangement, operation and management in a purposeful and planned way according to their age characteristics.
3. We should not blindly pursue the creation of "exquisite" and decorative class environment, which will reduce the educational nature of environment creation and reduce the opportunities for children to express themselves and build self-confidence.
(1) Avoid giving more consideration to color, quality, structure and layout. For example, the height of adults' apparent horizon and exquisite "frame style" should discover children's creativity and emotional beauty through superficial forms.
(2) Don't look down on children's works and operation materials, and don't show a few children's works "excellently". Children can be used to process and decorate them according to their different characteristics. There are many ways to process decoration: border decoration, background setting, deletion and addition, creative combination (each part of teacher-student cooperation), spatial location selection (doors, windows, corners, balconies, railings, etc. ), and change the way of placing (hanging, pasting, swinging, etc.). ).
4. The content of environment creation should not be fixed for a long time. A single means of creation will affect children's rich imagination and reduce the opportunities for children to operate and actively interact with the surrounding environment.
(1) Long-term fixation: wall decoration content, corner position and decoration; Quantity and type of input materials.
(2) The means of creative expression is monotonous: children's works are arranged and pasted (devices); Wall decoration is mainly plane pasting, which also has certain restrictions on the content. It cannot be said that it is active and can be operated by children. The good doll signs in the appraisal column are all small red flowers in the class. I seldom think about asking my child what sign you want to use to express "good boy". The little red flowers are all pasted by the teacher himself.
5. We can't let the lack and monotony of activity operation materials control and deprive children of their exploration consciousness and behavior in games and various activities.
(1) We should not only pay attention to the purchase of facilities and equipment, but also ignore the provision of children's activity materials;
(2) We should not only attach importance to the production of teachers' teaching AIDS, but also despise the provision of children's learning tools and homework materials.
(3) The number and types of homework materials are few, which leads to children's independent choice and use. Even if there is a choice for children, it is a limited choice under the premise that teachers put forward conditions according to their own needs. Teachers should open children's operating materials, support and improve children's ability to seek different performances.
(4) We should avoid providing finished products, stereotypes and diverse materials, so that children can't make multiple combinations and stimulate their interest in exploration. In addition to many building materials in the toy market, teachers and children need to discover and create new materials that children like, and at the same time tap and utilize the rich local material resources. Such as wool, hemp rope, paper, cloth, leaves, etc. Besides being used alone, it can also be combined with other materials in various ways.
In order to make children learn and develop actively in the interaction with the environment, it is the basic premise to set up the environment and put in materials according to children's interests, needs, existing development level and educational goals, but teachers must inspire, encourage and guide them to achieve it. Therefore, teachers should do the following:
1. Materials are taken from nearby resources (mostly waste). This kind of education enables children to learn to be thrifty, cherish and use resources. This kind of education allows children to learn to create, and through their own creation, waste or only materials can play a greater role. In short, this kind of education makes children feel the meaning and value of creation, so they are willing to create and explore.
2. Textbooks should have a certain structure, including educational objectives and contents. Teachers should carefully select, design and arrange the materials they put in, so that they imply the characteristics and relationships of things suitable for educational goals and contents, which gradually develop from low to high. In this way, children develop actively and continuously in the interaction with the structured environment and materials that meet their own cognitive characteristics and needs.
3. Take the process of collecting materials and creating environment as the learning process of children. After initiating children's collective discussion and deciding the content of corner layout or wall decoration, materials and designs should be prepared and made with children. In this process, we should fully mobilize children's enthusiasm, let them think about what they can, and let them use their existing knowledge and experience to gain the ability of information materials and explore and solve problems through watching, listening and asking questions.
Children should be given the right to choose and use materials independently. Practice has proved that whether children have the right to choose and use materials independently affects their enthusiasm for corner setting and wall decoration, and affects the interaction between children and environmental materials. Therefore, as far as possible, let children choose their own materials, decide what to do, put the materials in a place convenient for children to take and put, and maximize the enthusiasm of children to facilitate their continuous interaction with environmental materials.
5. 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.
6. 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. In order to change this phenomenon, we must renew the educational concept, from "teachers talk, children listen" to "children actively explore 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.
7. 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, children can be guided to discuss "on what kind of road, the car runs faster?" And encourage children to say their own answers. In order to let children verify their guesses, they can be mobilized to look for building blocks, cardboard and cans with different heights and shapes, and be inspired to build slopes with these materials at different angles, and provide slopes with different textures such as rubber, wood and glass. We can let children race on the built slopes and inspire them to observe the relationship between the speed of cars and the inclination and smoothness of roads. Through many operations, children can find 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, and initially experience the relationship between speed and inclination, speed and friction.
The creation of kindergarten class environment is a complex systematic project. To do a good job in environment creation, we must take the educational idea of "creating environment and materials that interact with children constantly" as the starting point, fully understand the characteristics of children's physical and mental development, fully understand the educational value that environmental materials may contain, guide children to interact with environmental materials with scientific methods, promote children's all-round development in body, intelligence, morality and beauty, and make kindergarten environment creation play a vital role in early childhood education activities. The most important thing is to cultivate children's ability to learn actively, explore and solve problems and communicate with peers through interaction with environmental materials. Create a creative environment and cultivate creative children. I hope that with amazing enthusiasm for exploration and research, selfless love and dedication, I will strive to make every wall and every material interact with children and "talk" with them, so that children can learn to live, learn to learn and learn to create from an early age. This requires our kindergarten teachers to carry out purposeful and planned implementation according to the characteristics of children's development, so as to provide a good learning and living environment for children and let them enjoy it.
To sum up, without children's dominant position in the creation of material environment, children will not have too much freedom of choice, let alone respect them. Therefore, we should make every inch of space, every piece of material and every wall of the class accessible to children, not only the big wall, but also the decoration of the small wall, because it can be flexibly adjusted according to the goal, which is conducive to arousing children's participation and should be conducive to arousing and supporting children to actively gain useful experience through interaction with them.