In daily origami activities, we can often see the following phenomena: Teacher: (The teacher shows the folded elephant) Today we are going to fold the elephant. Do you like it? Yang: Yes.
Teacher: Please take a square piece of paper and learn how to fold elephants from the teacher. Every child does as the teacher asks.
Teacher: Fold the square in half with the teacher. Have you folded it? Young: it's folded (the teacher inspects the children's origami, and continues. )。
Teacher: Then fold one side of the square in half towards the center line. Is it over ... A child quickly folded the elephant with the teacher and began to look around and do nothing. The teacher came up to child A and said, You are great! What a nice fold! Then I will guide other children. B child followed the teacher to break the elephant's nose, but failed several times, so he asked the teacher: I can't break the elephant's nose. The teacher approached him and said, Try again. The child had no choice but to try several times.
The result is still unsuccessful,
Just ask another child to help with the discount. C children with intact paper loudly said: teacher, I can't fold, you help me fold. The teacher helped him break the elephant while talking.
From the above origami teaching activities, we can see that the teacher's educational goals seem to have been implemented, and the children seem to have learned a lot of knowledge and skills. However, it is easy to find that in such activities, children are more and more dependent on teachers, lazy to think for themselves, their initiative in learning is reduced, and the development of thinking is limited. Teachers only pay attention to instilling knowledge and skills, but ignore children's subjective consciousness, interest in learning, and the improvement and cultivation of children's autonomous learning ability and positive emotional experience.
Origami education in kindergarten is enlightenment education, which focuses on stimulating children's interest in origami and exploring their desires, rather than teaching them how many works they have. So I think the process of children learning origami should be a process of active exploration, especially for children in large classes. Teachers should let children use their existing experience, try, explore and discover problems through their own hands and brains, solve problems through interaction, and enjoy the fun of persuasion and success.
With the deepening of kindergarten education reform, in kindergarten education activities, we pay more and more attention to the price paid by children in the learning process: whether they love learning more and more, whether they improve their autonomous learning ability more and more, whether they actively participate in learning, and whether they experience self-esteem and mutual respect while gaining knowledge and skills. Origami is an activity that children are very interested in, so how to make children actively participate in origami and get effective development?
First, trust children and let them try independently.
Children in large classes have the ability to read atlases and origami. Every time in the origami class, the children are eager to try as soon as the teacher shows the atlas. At this time, according to the traditional teaching methods, the teacher has not implemented his own teaching procedures. How can he trust the children to try for themselves? At the beginning of teaching, children and teachers can't reach an agreement, and the teaching effect can be imagined. The article "Children and Teachers in Reggio's Philosophy of Education" writes: "Children are active learners and masters of their own growth.
""children not only have the need to learn, but also have the ability to learn.
""trust the children and let them try independently. "In the lesson" Lovely Rabbit ",because we have already overlapped the same series of works of" Lantern ",we adopted the method of natural acquisition from the beginning. I said to the children, "try bravely and see who can succeed the first time." "Children can accept this way very well, because I see that most children are trying while watching. For them, I think this is a challenge. Whether they succeed or not, they all like their teachers to trust them so much. At this moment, I seem to blend in with them. Although I only said one sentence, they accepted me, and they have been inspired by their own exploration. In the process of origami, children change the lazy idea of "I won't, I won't-"and try hard.
Children have an innate interest in learning and an innate thirst for knowledge, and their interests must be recognized and supported. This intrinsic motivation can promote children's learning. From this I think: our teachers should be good at studying children's thoughts, and know their needs and how they learn through observation, understanding and analysis. Therefore, first of all, we should trust children and let them try independently. This will not only help children develop the habit of independent thinking, but also stimulate their desire to explore actively, and help them find problems and want to solve them themselves.
Second, promote interaction and give children the opportunity to solve their own problems.
Reggio's educational philosophy points out that mutual communication, cognitive conflict and cooperative activities are the best learning methods. Children will certainly have different difficulties in origami activities. You know, maybe he won't. He will. Maybe you won't. Teachers just want to promote interaction, including the interaction between teachers and children. This kind of interaction is sometimes to help each other, sometimes to hold their own opinions and argue with each other. Teachers should make full use of this inconsistent opinion, help children to discuss and compare, and finally find out whose method is the best, and give children a chance to solve their own problems. In lantern activities, when I found a child in trouble, I encouraged him: "Everyone will encounter difficulties. Who do you want to help you? " After a while, I will ask, "What difficulty did you encounter and how did you solve it later?" In the evaluation process, I didn't arbitrarily judge whose works were good and whose works were bad, but encouraged them: "Who do you think is better today?" Further promote communication between children.
Children find problems in their attempts and solve problems in their interactions, all of which involve the careful design of teachers.
Third, be good at waiting and allow children to come again several times.
It is not enough for children to master origami skills once, especially those with weak ability and little hands. I always find that children always want to ask the teacher for materials after the activity evaluation, hoping to fold another one. If we make use of children's interests, teachers can be good at waiting, allow children to come again or several times, and let children further experience the successful experience. The pavilion will certainly play a better role.
After evaluating the activity of "chubby little goldfish", I specially prepared colored paper with magnetic fishing rods and paper clips for the children, and said to them, "There are still interesting materials on the table, and interested children can try fishing games again ..." None of the children wanted to stop here, but continued to fold them cheerfully, even Kiki, who was the least hands-on, raised questions. Some clever children quickly tried fishing games and laughed happily. Good at waiting, let children try again, further understand and remember the skills of origami, actively carry out exploration activities under the stimulation of materials provided by teachers, fully experience the fun of origami activities and promote children's creativity.
The above aspects are my thoughts and attempts in studying advanced theories at home and abroad and my own origami education activities. In today's reform and innovation, who is the owner of the activity? In the process of organizing origami teaching activities, teachers should not only consider their own goal consciousness and task consciousness, but also go into children's inner world, observe and listen to understand what they are most concerned about, what they need most and what they are most willing to accept, completely change the "teacher-centered" educational concept and win children's love with extensive knowledge and skilled educational skills.
In my opinion, children's origami activities are not only to acquire simple origami knowledge and skills, but more importantly, to let children explore and try in independent activities, cultivate their earnest spirit of exploration and patient and meticulous study habits, improve their interest, and lay a good foundation for children's lifelong learning and future adaptation to the needs of the times.