I. Connotation of regional activities
Regional activities refer to a form of education in which teachers provide suitable venues, materials, toys and school tools for children under the guidance of certain educational concepts, so that children can freely choose the content of activities, acquire knowledge and develop their abilities through activities such as operation, fiddling, discovery, discussion and splicing. In recent years, regional activities have been widely used in kindergartens. Regional activities are a teaching form that respects children's individual differences, meets children's individual development needs, cultivates children's initiative exploration spirit and develops children's ability. In addition, we also believe that regional activities provide a gathering for children to discover and develop their personality potential, so that they can establish their own development model, including using their own advantages to make up for their own shortcomings, thus building their confidence in themselves.
Regional activities are an educational organization form in which teachers use the characteristics of games to create an environment for children to choose, operate, explore and learn independently, so that they can use and accumulate, modify and express their own experiences and feelings in the interaction with the environment, and gain physical, emotional and social development while gaining game experience.
Regional activities are characterized by freedom, autonomy, individuality and indirectness of guidance.
It is children's nature to love activities, and it is one of the important characteristics of preschool education to integrate education into various activities. In recent years, regional activities carried out in kindergartens are an effective form of education aimed at children's characteristics, which plays an important role in promoting the harmonious development of children's body and mind. However, it is often difficult to accurately grasp the role of teachers in kindergarten regional activities, and the indirect characteristics of teachers' guidance are easily ignored, and the educational value of regional activities has not been brought into play.
Second, some problems in teacher guidance in regional activities
Although some teachers realize the importance of teacher guidance and try their best to do it well, there are some problems in its guidance for various reasons.
1. Lack of interaction in the guidance process
In the process of regional activities, teachers tend to do everything themselves; It was originally a regional activity featuring children. The teacher became the protagonist, and the child became the passive accepting role. Although we all know to "give children more space", we will unconsciously become an indoctrination in specific guidance. Teachers are too active, which will inevitably make children learn passively and lack the interest to participate in activities actively, which will lead children to rely more on teachers and have poor independence. If teachers teach too much and fill it up, children will lose their free space. On the contrary, when we give children more space for independent development and activities, and constantly give play to the effectiveness of regional activities, so that every region can live, children can actively participate in activities and interact with teachers.
2. There is mandatory guidance
In the process of regional activities, teachers will suddenly and abruptly intervene in the activities. Before the intervention, the teacher didn't understand the process of the game and didn't ask the children's consent. He forcibly intervened without authorization, interrupted the children's independent games, and only highlighted the mandatory guiding position of teachers in the activities. In fact, the purpose of such guidance is not clear, and the effect can be imagined. Teachers become persona non grata in regional activities. If so, the teacher should try not to disturb the children's activities, observe outside the doll house, and it is not too late for the children to intervene when they need it. For example, in the process of children performing "Bear Treat", although on the surface, the teacher gave the children the initiative to perform, but outside the performance area, it came out from time to time: "Open the door, Bear!" "What should the chicken say?" "It's the kitten's turn to say ..." "By the way, the order of appearances can't be disorderly ..." Looking at the direction of the voice, the teacher smiled. In fact, it is wrong to be too perfectionist, eager to guide and ignore the natural law of game development. Although some teachers enter the game as roles or companions, they manipulate the process of the game and weaken children's autonomy. This is all wrong.
3. There is a phenomenon of negative guidance.
Some teachers equate regional activities with free activities. Teachers take this opportunity to relax themselves or kill time and let children play at will. Without the participation and guidance of teachers, regional activities have completely become a blind activity without purpose and plan. Some teachers plunged into a certain area to play with children in the activity, forgetting that they still have the identity of organizing and guiding, and neglecting the guidance to other areas. As a teacher, it should be clear that the purpose of opening the activity area and throwing materials is not to liberate teachers and reduce children's fighting, but to provide more space for children's personality development, which also puts forward higher education quality requirements for teachers.
4. Not enough encouragement for children
Children's development has its regularity, but each child's development is different, such as personal ability, interest, learning style and so on. For example, some children can get all-round development in group activities, some children can achieve their development through separate communication between teachers and children, and some children can get it through their own continuous exploration activities or in the process of communicating with their peers. If the teacher is too harsh on children who do not meet their own requirements, children will feel depressed and easily discouraged; This will cause some children to drift away from regional activities, and regional activities will become a burden for children.
5. Lack of guidance strategies
Due to the lack of attention to the guiding strategies of regional activities, teachers sometimes don't know how to help children carry out activities effectively and lack corresponding guiding strategies. Teachers of regional activities are less involved in activities with children, so they should take more walks to watch patrols. Moreover, teachers do not observe and understand children's activities, their interests and their guidance are arbitrary, and they do not understand children's existing experience and level. They just watched them quietly fiddling with things, which lost the educational process that should have happened. The "district corner" has become a place for children to pass the time, and regional activities are a mere formality, which cannot achieve the due educational value.
Third, suggestions on improving the way of teachers' guidance in regional activities.
Guidance in regional activities is an invisible guidance, which requires high guidance skills. It is necessary to give full play to children's initiative and creativity and give timely help and support. Teachers can use "game intervention method", "material supply method" and "language guidance method" to participate in the game, understand the situation and needs of children's games, give targeted guidance, and improve children's game level. The method of game intervention means that teachers participate in children's games in the form of "parallel intervention" or "cross intervention" as players, thus playing the role of guiding games. The method of providing material refers to promoting the development of the game plot by providing material. Teachers can provide "substitute materials" or "auxiliary materials" according to the needs of the game. Language guidance means that teachers use different forms of language such as hints, encouragement, clarification, invitation, roles and instructions in the game to achieve the purpose of guiding the game.
1. Strengthen the guidance process of interaction with children.
Regional activities can reflect certain educational intentions and requirements. Teachers can make plans through determined activity goals, create suitable activity conditions, guide the behaviors that affect children in the process of activities, stimulate children's interest in the surrounding environment, actively practice and explore, and promote children's all-round and harmonious development.
Teachers should reduce the authoritative intervention of activity tendency and advocate children's independent choice. Teachers are no longer "creating interests"-children are "stuffed" into the corner of the district, but conform to the individual needs and wishes of children. The content, rhythm, order, partners and rules of activities are decided, discussed and coordinated by children themselves.
But at the same time, regional activities are also an independent exploration activity and a bilateral activity of teacher-student interaction. In the organization and process of activities, we should take children as the center, let children freely choose, explore and express their ideas, and learn to evaluate and motivate themselves independently. Teachers' supportive guidance in regional activities is different from teachers' leading guidance in collective activities. That is, from the stage to the background of activities, from a leader to a supporter and promoter who respects the wishes of young children. This requires teachers to pay attention to the whole process of children's exploration and learning, so as to fully understand the development level of each child and help children at different levels correctly. For example, from the implementation of art games to the discovery of the recording process, children can be stimulated through a series of processes of cultivating interest-guiding and encouraging children-and then encouraging children.
2. Grasp the guiding opportunity and intervene in time.
Children's inquiry learning needs the support and help of teachers, but this does not mean that teachers can provide help regardless of the situation. In fact, only when children are really limited by their own experience and ability, it is difficult to continue their exploration activities, and then give some support. So this requires teachers to have keen observation and judgment. For example, when the child is concentrating on the production activities smoothly, the teacher had better not disturb him at this time, so as not to interrupt the child's thinking and affect his activities.
For example, "beautiful necklace": there are all kinds of hands-on materials in the puzzle area. Yang Yang picked up the bees in the area and circled around, as if deciding the content of the activity. He did not hesitate to sit in the puzzle area and picked up the beads. He just wants to put it on and put it down. Seeing that Yu Xin was busy beside him, he seemed to see it with relish. The time for most regional activities has passed, and he hasn't started yet. Suddenly, he found something secret and asked Yu Xin, "Do you wear it regularly by color?" "Yes!" Only then did he start playing games. At the end of the activity, he took a necklace in a regular shape and hung it around my neck, saying that the teacher would be my princess ... I expressed my willingness to be his princess, and at the same time gave him a high evaluation and told him that it was successful. It can be seen that teachers constantly adjust themselves on the basis of observation and listening to keep up with the pace of children and enter their spiritual life world. Create good material and psychological conditions for children, and use the observation results as the basis for improving teaching, encourage and support them, so that they can learn, serve themselves, make their own decisions and choose freely, and complete what they decide to do. Therefore, it can improve children's self-development level and become a hidden and indispensable helper in children's activities.
Regional activities fully provide opportunities for children to explore, discover and solve problems independently, and also provide opportunities for children to practice. It can be seen that the teacher was not eager for success, but waited patiently, so that the children got a full experience. It can be seen that the observation and guidance of regional activities is a flexible and creative work. In the activities, teachers need to constantly analyze, adjust and reflect on children's activities in order to better guide children to explore, experience, learn and develop independently in regional activities.
When teachers find that children have some problems in activities and really need to intervene, they must find the best opportunity to intervene. For example, when children encounter difficulties and can't play, teachers should help them as partners; When children have disputes, teachers should take the method of diverting attention and skillfully solve the disputes. When children are unfamiliar with the gameplay, rules and role-playing content, they can participate in a special capacity.
How to grasp the right time to get involved in the game is related to the actual effect of game guidance. Appropriate intervention time can expand and improve the content and level of children's games. On the contrary, it may inhibit their games. The following six situations illustrate the best time for teachers to get involved in games.
(1) When children don't put themselves into the situation of game imagination;
(2) When children have difficulty communicating with others;
(3) When children repeatedly repeat the original game behavior, it is difficult to further extend and expand:
(4) When children are short of materials, it is difficult to continue the game;
(5) When children have difficulty in playing games;
(6) When there are negative behavior effects in the game;
3. Give children more encouragement and help.
"Children's adult education is to help children develop themselves, not to lend a helping hand to children."
Sometimes in order to arouse children's enthusiasm, positive encouragement should be given regardless of success or failure. There are differences between children. As long as children actively participate and think positively, they should be praised and encouraged regardless of the outcome. Otherwise, children with weak ability will always fail, which will make them feel afraid and inferior, and finally lead to losing interest in the whole game. For this kind of child, on the one hand, the teacher gives him individual guidance to help him master certain skills, and praises him if he makes progress, so that he has confidence in his performance. In addition, he can invite children with strong ability to play games with him and let him experience the success of the game.
For children who are timid and lack self-confidence, teachers can actively guide them to broaden their thinking and help them think purposefully by asking questions and prompting. For example, some children want to stick to eat small fish, but they are too slow to do it. This is why the teacher can ask him some questions: "Where does your little fish live?" What is its greatest skill? "Then put the things to be pasted together with the children, discuss where and how to paste small fish with different shapes, and then inspire the children to add relevant scenery to their works, so that they can finally get their own satisfactory works and experience success and joy.
The children in the game are the masters, and the children, not adults, play the game. Therefore, teachers' guidance should cater to children's needs, and the basic principle of guidance is to respect children's willingness to play. Therefore, the role and position of teachers in children's games should be manifested in three aspects: first, the creator of the game environment; The second is the observer of the game process; The third is the supporters of game progress. This formulation not only shows respect for children's game initiative, but also reflects teachers' subjective initiative.
4. Pay attention to post-match evaluation
Post-match evaluation is an important part of regional activities. The purpose of evaluation is to guide children to tell, discuss and analyze, help children sort out scattered experiences, guide children to correct wrong experiences, let children share the happiness of success, improve children's interest in regional activities, and put forward new requirements for the next activity. Effective evaluation can not only guide children to summarize the results of activities, but also enable teachers to find problems in activities in time. For example, after the activity, let the children want to say, say and express their thoughts and express themselves as much as possible, and let the children introduce how to play in the activity. What are the problems? How is it solved? This can exercise children's language expression and self-evaluation ability. In addition, teachers should also comment on children's behavior, so that children's behavior can be praised and strengthened, so as to continuously improve their own level and achieve higher educational results.
The "Outline" points out: "We should create a good environment that can make children feel accepted, cared for and supported, and avoid single and inflexible oral preaching." So we change the evaluation goal to share happiness, and teachers can organize some evaluation activities according to the needs of education and the development of children's games. There are many ways to comment, but children should be given ample opportunities to express their opinions, so that the process of comment can be a process for children to share their game experiences. You can guide the children to analyze the problems in the game themselves, and then jointly propose solutions to the problems and establish tasks for the next activity.
Teachers can choose specific evaluation contents according to the purpose of evaluation and the needs of education. No matter which content is divided, the evaluator should have a correct value orientation and adopt a dynamic evaluation method when evaluating children. Teachers should constantly observe and evaluate children's development potential, adjust strategies, adjust the suitability of environment and materials, give appropriate support and guide children's development.
5. Teachers should pay attention to improving the skills of guiding methods.
After the curriculum reform, the most prominent regional activity is that teachers have changed from the role of conductor to the role of observer, recorder, enlightener and guide. The role of traditional teachers is usually the commander and the authorized agent of children. All the courses and activities are arranged by the teacher in advance, and the children only need to cater to them. Montessori said, "It is not to let children adapt to teachers, but to let teachers try to adapt to children, understand children, respect the rhythm of children's hearts and understand the order of things." And in their activities, do not judge, but help; Don't order, provide services and create conditions. " A teacher should be an intentional observer and an "invisible" "mentor". In regional activities, children learn independently, usually using their own experience to try to operate and see if they can solve problems independently. At the same time, children can also find many unknown problems, and children have many opportunities to face difficulties directly and solve problems independently. As teachers, we should guide children to try some new methods instead of doing everything to replace children's thoughts and concepts. The teacher's suggestion is only a suggestion, and the child can choose to adopt it or not. Moreover, the teacher only guides the children to try some new ideas, helps them to think about problems from a new angle, or pulls them back from detours. The process of solving problems is still dominated by children. At this time, the teacher is the guide.
Because teachers' guidance in regional activities is temporary, on-the-spot and implicit, it requires teachers to have higher guidance level and quality, and teachers should strengthen their learning of guidance strategies.
Regional guidance methods are studied and studied through practical exploration and theory, so on the one hand, we should strengthen the theoretical study of regional guidance methods, participate in some training courses on guidance strategies, and learn some advanced guidance strategies from the internet; On the other hand, we should constantly sum up experience from the practice of regional activities and constantly improve the level of guidance.
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