1. Situational infection: Teachers stimulate children's interest in learning and activities through the creation and infection of situations.

For example, in mathematics activities, create a situation of "little monkeys holding the party and parting peaches" to guide children to operate freely, so as to understand the decomposition and combination of numbers; For example, in art activities, the teacher sets the scene of "birds flying", puts the bird's pattern on the oil pastel, takes the drawing paper as the sky, and draws straight lines or curves on the drawing paper with a brush to show the birds flying, thus stimulating children's interest.

2. Language catalysis: Teachers use vivid and emotional language to stimulate children's interest in activities.

For example, in corner activities, when children in small classes compose pictures with rubber bands on the nail board in the puzzle area, the teacher said, "The rubber band children want to dance on this gymnastics board. Let's have a try. What dance can it dance? " The teacher saw the children's operation and affirmed in time: "Look, the red rubber band is dancing in the triangle dance!" " "

3. Emotional sharing: In the interaction, teachers support and affirm children's emotional attitude.

For example, in the handicraft activity, it is clear that the children drew two blue eyes on their handmade works, and the teacher encouraged them in time: "Wow, your kitten has big round blue eyes, which is really beautiful!"

In the interaction, teachers seize the appropriate educational opportunity and give children a challenging platform on the basis of "asking questions" to further promote children's problem solving and thinking development. With the help of specific situations, teachers stimulate children to keep thinking, actively explore and communicate through open questions and colorful materials.

In the process of educational activities centered on children's self-exploration, teachers can help children to generate interesting and challenging theme content on the level of children's experience by observing children's interests and needs, and effectively promote children's learning and exploration in the supportive and challenging interaction with children.