(A) to encourage children to develop creative thinking
Liking to ask questions is the most direct expression of children's curiosity. Asking a question is often more important than solving a problem. No matter what questions the child asks, the teacher should praise the child for having problems. Teachers should not easily accuse children of being curious and active, and should not use commands such as "this is wrong" and "that is impossible" to stifle children's innovative consciousness of seeking differences. They attach importance to, encourage and care about children's problems and try their best to help them develop creative thinking.
(B) to create an educational environment for creative thinking
Create an educational environment that allows children to fully participate in vision, hearing and movement, so that children can be infected and edified in the atmosphere of hearing, feeling and multi-directional thinking, and sprout their desire to create; Give children room to develop their imagination freely, guide them to accumulate knowledge and life experience in daily life, and consciously encourage them to imagine and develop their creativity. Create a psychological atmosphere that encourages children to develop creativity. Teachers should be good at observing and discovering children's curiosity and interest, and appreciate and observe children's exploration behavior with interest. They often put some materials in the corner of the community, so that children can play with them at will, satisfy their curiosity and let them fully communicate, express and create.
Second, the cultivation of active learning quality.
(A) active learning in the game
Games are children's favorite activities and the best means to solve the contradiction between children's psychological needs and physical immaturity. It can most effectively meet the needs of children, so it has irreplaceable development value for children. In the "wonderful magnet" scientific activity, children are allowed to play with magnets, iron products, plastic products, ceramics and so on from the beginning. The children are very enthusiastic and try to tell their teachers or other partners what they have found. While guiding the children to observe, the teacher asked a question, "What did you find?" The children argued that "some things can be sucked up and some things can't be sucked up". Then let the children put together what they have sucked up, and put what they can't suck up on the other side. Many children are surprised to find that iron products can be smoked, but they can't be smoked without iron products. At this time, the teacher affirmed the child's discovery and let the child enjoy the joy of discovery in the activity.
(B) Active learning in activities
Paying attention to children's development is very important for activity design. When designing "baby eggs stand up", let children find various methods through their own exploration. Some children let the eggs stand on the bottle mouth, and some children find plasticine to stick to the bottom of the eggs ... In the activities, the initiative and creativity of the children are fully exerted. They use all their knowledge and experience and are inspired to solve problems and achieve the goals of a generation, and their creativity is developed.
(3) study hard and actively
Children are the main body of learning, and teachers should respect and protect children's subjective initiative in learning activities. In the scientific activity "playing with water", the teacher said to the children when demonstrating the pouring of water from a container into a basin, "What sound did you hear when I poured water?" "Now you also have a try and see who can pour water from different containers into the basin with their brains. What kind of sound does water make? " The children are in high spirits and look focused when playing with water. After a while, tell the different sounds that water makes when it flows. The teacher gave enthusiastic encouragement to the children's spirit of bold attempt and exploration, which made them excited. During this period, individual counseling is conducted purposefully, and all children try their best to succeed.
Third, cultivate persistent learning quality.
(a) the use of children's interests, children's continuous doping training.
Taking interest as the starting point, find the best starting line for persisting in training and let children run happily. Games are the most effective way to cultivate children's persistence. In the role game, the children who assume the role stick to their posts: the uncles and aunts in the snack bar are not influenced by the children next to the "doll house", and they will serve jiaozi and wonton for a while and greet customers for a while; Especially the little doctor in the hospital, although there are no patients, sitting there is very boring and can only watch others itch, but the teacher keeps reminding him, and he persists. Take games as a starting point, cultivate children's persistence, and organize games by morning exercises, noon activities and evening leave, especially games that children are interested in. Teachers always pay attention to children's persistence and remind them that persistence is victory.
(2) Establish a sense of rules to cultivate children's perseverance and become strong agents.
Rules exist in all activities in a day. So how can we establish a sense of rules in children's minds in activities to cultivate children's persistence? In the building block game, some children are very interested in building blocks, but they are often unwilling to sort out the building blocks after the activity. At this time, we might as well make some rules. After building blocks, we must put them back according to the designated signs. Under the constraint of the rules, the children overcame the laziness of not wanting to arrange the building blocks and insisted on putting them back. Help children establish a work and rest system, adhere to it every day, and cultivate their persistence. Over time, under the domination of rule consciousness, children will involuntarily feel responsible for themselves and seek internalized spiritual support.
(3) Giving play to the role of appreciation education is the driving force to enhance children's perseverance.
Appreciation education is a positive means to help children cultivate a good habit, and it is the greatest motivation for children to persist. At the critical moment, teachers give full play to the inspiring function of language and promote children to persist in completing tasks. For example, when playing "Doll's House", the teacher will praise those who have finished playing with dolls and put furniture and other items back in their original places and put them in order. Give appropriate criticism to those children who can't keep their homes clean and tidy in activities and have poor persistence, so that children can know that what they started should be completed and can't give up halfway.
(4) Improving children's courage to overcome difficulties is the cornerstone of cultivating children's perseverance.
Because of their young age and limited ability, children will inevitably encounter difficulties of one kind or another, and at this time, children will easily retreat. We should let children face some problems they should face alone, learn to overcome difficulties in the process of action, teach them how to solve and overcome difficulties in the face of difficulties, and cultivate their good habit of doing things from beginning to end, thus enhancing their perseverance. Consciously arrange some activities with certain difficulties, let children "break through" and cultivate the will to overcome difficulties.
In short, children are always faced with opportunities for education in their activities. Teachers should do their duty, make use of and create favorable conditions to cultivate children's good learning quality.