First, the significance of manual activities
Handmade activities are very popular with children in kindergartens. Teachers can set out from children's experience, ability, interests and needs to generate and determine the theme of hand-made products, so that children can strengthen their memory of concrete objects by looking and touching, stimulate their interest in making and cultivate their imagination. Through manual activities, children's ability to use their hands and brains is exercised, their skills and skills are trained, their eyes, hands and brains are coordinated, and their observation, imagination and creative thinking ability are cultivated. Through hand-making, children can not only directly improve their understanding of art, but also broaden their horizons, enjoy it, experience and explore the fun of hands-on, enhance their self-confidence and sense of accomplishment, and feel, discover and appreciate the beauty in the natural environment and human landscape with their peers.
Second, the status quo of manual activities in kindergarten education activities
The handicraft education of preschool children, like the painting education of preschool children, belongs to the category of artistic creation and is an indispensable part of preschool children's art education. However, in the current kindergarten education activities, the importance of handmade activities has not been well reflected. For example, there are only one or two hand-made materials under each theme in small classes, and it is the turn of hand-made activities every two weeks on average, which is too complicated. For example, to be a little penguin, it is simple to cut the little penguin into a three-dimensional penguin, but for children in small classes, there are many points to pay attention to when cutting, such as: to follow the edge line, to turn around and leave your feet on the penguin when cutting your feet, and to stand on the sticker and stick it with tape. Most educators tend to pay too much attention to the speed of children's homework and rarely explain what needs attention. When the child presents the work to the teacher, he will only laugh and say that you posted it backwards and then posted it correctly. Due to the large number of students in the class and the shortage of tools such as glue cutting, teachers will reduce or even cancel the time of manual education activities, making manual production activities a dispensable interest activity in kindergartens. There are still many problems in the existing manual activities. This is especially obvious in kindergartens in small and medium-sized cities, especially in private kindergartens that are not standardized enough.
Manual activities are so important to children, so how can we integrate manual activities into children's life activities? The countermeasures are as follows:
First, provide a variety of handmade materials to mobilize children's enthusiasm for production.
There are masons, paper workers, making, cutting and pasting and other manual themes. Therefore, the available materials are very rich. In the skillful production activities, teachers should not only provide children with hierarchical operation materials, but also provide children with rich and varied activity materials. Only in this way can children choose a variety of auxiliary materials and make works with different shapes according to their own preferences. For example, when making "all kinds of cars" in theme activities, we provide hard-shell paper, milk cartons, cartons (including cartons of different sizes and shapes) and other materials for children to make. And according to the needs of children, provide children with the materials they need and guide them to choose materials according to their own intentions. By selecting rich materials, we found that children's interest in participating in activities increased and their enthusiasm was fully mobilized. Children can keep trying in activities, discover the characteristics of different materials, innovate various works according to their own wishes, and make their works more innovative.
Second, to solve the problem of skillful production with strength and weakness.
In the extension of the theme activities, there will be skillful production, often to consolidate the learned content. At this time, we have collective activities. Before each activity, the teacher will explain the important and difficult points of the activity. When children encounter difficult parts, we carry out activities in a strong and weak mode, or practice in groups for a certain skill or put materials in the corner to take targeted individual guidance to solve the difficulties encountered by children in the production process and enhance their self-confidence.
Third, leave room for creativity, and children can stimulate creativity.
In manual activities, teachers often take a piece of work that they have done well first, so that children can appreciate it and stimulate their desire to start work. However, we should not blindly let children imitate teachers' works, but should pay attention to guiding children to try to make them in various ways and use their imagination to create boldly.
1. Enrich children's life experience and provide children with a source of creativity.
Due to the lack of life experience and knowledge experience, children's creative content is narrow. Therefore, teachers should pay attention to helping children accumulate experience before skilled production activities. For example, in the production of Underwater Baby, children can play animations about the underwater world with videos. In order to consolidate the image of underwater babies, they can pick out the animal images inside, such as crabs, and let the children know what the most prominent and obvious characteristics of crabs are. Then through discussion, what is the shape of the crab's big clip and how is it different from other clips? Let children discuss what materials are needed for crab's body and other calves through pictures, and indirectly cultivate children's observation ability, analysis ability and comparison ability, so that children can accumulate more materials and provide convenience for creation. Finally, guiding children to do parent-child hands-on operation can help children draw their favorite underwater baby after watching the animation, deepen their impression, and finally guide children to do practical operations to solve skill problems. Through this step-by-step guidance, children will not be confined to their own small world, cultivate their observation ability, and let them develop the habit of observing and exploring things around them. Through observation, children can gain a lot of perceptual knowledge, accumulate more experience materials and lay a good foundation for future creative activities.
2. Do it with children in a game tone.
In manual activities, children are very interested in handmade materials. In the activity class, the teacher gave a theme. Children sometimes trigger spontaneous game activities, experience what they see, hear and think, and enter imitation activities with unknown purposes. This is the primary stage for children to learn manual activities. For example, paper-making activities rarely create shapes independently, but mostly imitate people and things in life and can complete operations in a certain order. At this time, adults should play and do things with their children in a game tone. For example, when they sell fruits, children will print out all kinds of fruits with molds and put them on the stalls. Teachers can guide children to pinch an old woman who sells fruit. On grandpa's birthday, you can tear the paper into long strips, knead it into noodles and give it to grandpa. Holding a big frog in the pond can guide children to hold a small tadpole to find their mother. Doing while playing can initially exercise their thinking and develop the flexibility and coordination of their small muscles. 4-5-year-old children begin to express things directly perceived in life with their hands, such as paper cutting. During this period, they can cut out more neat object shapes, fold the paper to cut out patterns, and open the paper to produce pattern shapes, such as flowers, trees, cars, houses and so on with three or more petals. Various shapes, knead, rub and rub some fruits, small animals and people with mud. In the process of playing with mud, some auxiliary materials will also be used.
3. Leave room for children to be creative.
Children have mastered certain skills and accumulated certain perceptual experience. After the teacher's inspiration and guidance, children can plug in the wings of imagination and make your unexpected works. As teachers, we can't teach children how to make, but let them use their imagination and cooperate to create works. In the activity of making butterflies, the teacher only explains the problem of pasting, and leaves the rest to the children themselves, instead of simply teaching them to make butterflies.
4. Correctly evaluate children's works.
Children's muscles are immature and their small hands are always out of control, so children's works can't be as skilled as adults. Therefore, when evaluating children's works, teachers should see that even if the production is not perfect, as long as the ideas are novel and creative, the materials are properly used, and the emotions and skills are natural, they should be regarded as excellent works. It is not appropriate to measure the level of children's handmade works by the level of production skills.
In the summary, teachers should carefully grasp the evaluation link, give affirmation to the children with strong ability, praise the children with progress and encourage the children with poor ability according to their actual level. So every child has confidence in himself and is interested in doing activities. The evaluation of children's works in the new Outline is also elaborated in depth. The new "Outline" points out that teachers are among opponents.
When evaluating work products, we should pay more attention to the children's inquiry process while paying attention to the results. Therefore, when evaluating children's works, teachers should try their best to do the following: First, whether children have obvious interest in inquiry during the learning process. Second, whether children can listen carefully to their peers' different ideas, whether they can accept and absorb their peers' reasonable opinions, whether they can correct or improve their own ideas and practices, and whether they will seek help from teachers or peers when necessary. Third, whether children are not afraid of failure and keep trying, and whether children have relative independence in creation. This kind of teaching evaluation can really promote the improvement of children's ability and play the educational role of evaluation.
In a word, the improvement of the level of ingenious production in kindergartens provides great room for children's imagination, thinking and creativity. Teachers should actively stimulate children's learning motivation to participate in skill making activities through various channels, so that kindergarten skill making activities can play a better educational role and comprehensively improve the quality of kindergarten skill making activities.