2. In the setting of activity areas, the setting of activity areas from small classes to large classes is similar, and the activity areas of the same class have not changed for a long time.
3. In the choice of game content, teachers can pay attention to observe and discover children's interests and choose game content that can promote children's development. But some teachers are not sure about the value judgment of the game content. The design and delivery of activity materials in the class activity area lacks internal hierarchical and regular changes, and the utilization rate of many materials is not high
4. Game guidance is basically a teacher's active behavior, which shows that teachers attach great importance to games now, driven by positive educational responsibility. Teachers impose their intentions on children, ignoring the guidance based on observation; The teacher's guidance is not in line with the child's wishes, nor is it the child's game needs at that time, and the requirements are too high or too low; The teacher's intervention interferes with, diverts or replaces the child's original activity intention; Sometimes the teacher's intervention and participation can't arouse children's interest, and so on.
5. Most teachers regard post-game evaluation as an important link to play the role of game education. Most of these comments are pre-selected by teachers, and most of them focus on the content of teachers' key guidance and random guidance in the game, so teachers are very subjective.
Through learning, I think that in the concept of regional activities, teachers should improve their ability to organize and guide regional activities through kindergarten-based teaching and research, change the randomness of the form of regional activities and the randomness of the theme content of activities, always put children's development in the first place in all educational work, and the role of teachers in guiding regional activities should be measured.
In the setting of activity area and the preparation of activity materials, it is necessary to set the activity area according to the age characteristics of children. For example, children should not be required to play in a doll's house in kindergartens, but it is more in line with their age characteristics to set up a "pet area" with the animal image toys that babies prefer in kindergartens. At the same time, it is necessary to determine the spatial position of the activity area, choose the best spatial layout of the corresponding activity area, and classify the activity area according to the performance and use possibility of various materials in material collection, so as to share resources.