First, careful preparation.
The most important thing in regional activities is preparation, because preparation plays a decisive role and is related to whether regional activities are carried out normally. Including the creation of regional environment and the preparation of regional materials. In regional activities, activities and materials are the key to the success of activities. Only in the interaction between environment and materials can children gain experience and knowledge.
(a) Creating opportunities for effective use of the regional environment
The environment in this area is not more upscale, luxurious and beautiful. The outline points out that "the environment is an important educational resource, and children's development should be effectively promoted through the creation and utilization of the environment." The planning of regional setting and the creation of environment should be based on the specific requirements of educational objectives and contents, as well as children's age characteristics and cognitive level, but it is important to know whether it is convenient for children's activities, beneficial to children's development and meets children's needs. The creation of environment should not only consider the mutual communication and cooperation between children, but also pay attention to non-interference, so that children can concentrate on their activities and explore problems with confidence. This is the value of creating regional environment.
Our regional settings are jointly arranged by teachers and children, mainly by combining fixed and flexible methods, so that children can have a fixed regional position, and can flexibly set and adjust regional places according to the needs of teaching and children's interests to meet the needs of different children, and also let children choose their own free activities to achieve the purpose of exploration.
When setting up the area, we should also pay attention to the dynamic and static zoning, such as indoor layout of book corner, calculation corner and role area, and outdoor layout of popular science area, performance area, hands-on area and music area.
(2) Input operable materials.
Piaget put forward: "Children's wisdom comes from materials." In regional activities, the transportation of materials is both important and complicated. The importance is that without the provision of materials, regional activities cannot be carried out normally; The complexity of teaching materials lies in ensuring that children are interested in exploring and that children get results consistent with educational goals. Therefore, the delivery of materials is a key factor related to the success or failure of activities. Then, how to put relevant materials in regional activities to meet the needs of children at different levels?
First of all, the materials should be exploratory. The inquiry of materials means that materials must be able to guide children's hands-on and brain activities. The reason why we propose that materials must be exploratory is because only exploratory materials can arouse children's hands and brains, support children's games and various exploration activities, and help trigger and support benign interaction with the surrounding environment. More importantly, children operate on the basis of thinking with their brains, but children are engaged in activities intertwined with thinking with their hands. Hands-on operations that cannot make children think with their brains cannot be regarded as inquiry activities. For example, in the theme activity of ships, if we give children several models of ships and let them find out the differences in the appearance characteristics of these ships, or how many floors these ships have, it is not an inquiry activity. If you give your child all kinds of materials, such as cardboard, foam, glue, knife, waxed paper, etc. Let children make simple boats with these materials, which is an inquiry activity. Therefore, we should also attach great importance to the inquiry of materials in the provision of materials.
Secondly, the multi-level and diversity of materials. The multi-level nature of materials means that the transmission of materials must be based on children's interest needs and different levels of development, and promote the improvement of children at different levels on the original level. In the theme activity of "Beautiful Flowers" and in the art district, I intend to provide two different examples for children to choose from. One is to draw the outline of a good flower for children to draw colors, and the other is to draw different flowers for children to draw their own stems and leaves, or add pictures. Children at different levels can choose according to their own abilities and needs. The diversity of teaching materials means that teaching materials are operable, interesting and changeable around educational goals. In the theme activity of "Beautiful Flowers", the activity of "Knowing Flowers" can provide colored pens, crayons, impressions, scissors, paper, glue, pigments and so on. , so that children can draw, print, cut, fold, dye and arrange flowers to meet their different needs, stimulate their interest and attract their active participation. This is also the main reason why regional activities are deeply loved by children. Therefore, it requires that the provision of materials should pay attention to multi-level and diversity and give full play to the advantages of active materials.
Second, careful organization and guidance.
In regional activities, teachers' organization and guidance are the main links and main parts, including children's active participation and teachers' assistance. Teachers play a leading role in this link, so that children can be creative and active, and they can be encouraged to find and solve problems in their activities. Then, how should teachers organize and guide in order to play a guiding role more effectively?
(A) teachers and children to participate in the formulation of rules.
Regional activities are not only a form of children's learning activities, but also a form of educational activities organized by teachers. Therefore, the formulation of regional activity rules should be completed by teachers and children.
First of all, make it clear before the incident. Some activity rules are mandatory and children are required to abide by them before activities. Such rules must generally be put forward before the activity. For example, playing with sand is one of children's favorite areas. If there are no clear rules before the activity, then it is possible that children will blow sand everywhere. Although children enjoy themselves, their eyes and mouth will be hurt. This requires us to explain the requirements before the activity: no blowing sand at others, let alone blowing sand outside the area.
Secondly, it is gradually formed in activities. Sometimes when children encounter problems with rules, teachers can not tell them what to do in a hurry, but let them gradually establish corresponding rules through discussion and reflection. Discussions often revolve around common problems encountered in regional activities. And this kind of problem can't be solved by children themselves. The purpose of talking about it is to establish corresponding rules to solve the current problems. In the case of competing for toys and roles in activities, teachers can organize children to discuss the problems that arise. Once in the performance area, I put on a new costume, and as a result, all the children in the class scrambled for costumes, which led to the activities not being carried out normally. Everyone looked at me for help, so I called the children together to discuss how to deal with this matter. The children said noisily, "You can't rob!" "Let's play together." "Take turns!" This is, I strike while the iron is hot and say, "Everyone is really sensible. Let's take turns playing!" " Children who have no turn to be spectators can't get on; The turn of the child can't play for too long, let the children play more. "In this way, the children and I set the rules. The children are playing happily again. Using this method to formulate the rules of activities is easy for children to accept and can consciously abide by them in activities.
(2) Teachers' participation and guidance.
The outline points out: "Teachers should be participants, guides and collaborators in children's learning activities." Teachers are the catalyst of activities, and their job is to help children develop in the direction of interest. They should be good at catching children's new interests in activities and guiding new games. In the activity, the teacher can't stop at providing activity materials, arranging children to enter the corner, presiding over children's division of labor and cooperation, solving disputes between children, and keeping children under high control. Instead, we should be good at observation, timely and appropriate guidance, inspiration and encouragement, so that children can take the initiative, have more opportunities to express themselves and sum up themselves, and promote the improvement of children's autonomy. We should constantly observe and participate in games between different regions, pay attention to each child's operation ability and communication ability, give encouragement and praise in time, and try to choose the right time to participate in children's activities for problems that arise. Discuss and discuss problems with children, and truly reflect the dominant position of children and teachers, instead of forcing children to accept their own ideas and carry out activities according to teachers' ideas, so that children will soon become bored and their enthusiasm will be greatly reduced.
Third, the patient summary evaluation
Summary and evaluation is an indispensable part of any activity. In the past, we always had no evaluation after the activity. Its purpose is to guide children to communicate, discuss and actively express their feelings, share happiness, solve problems together, improve experience, provide opportunities for full expression of communication and learning, and at the same time stimulate the desire for activities again. The results of evaluation often affect children's later activities, and evaluation also has a certain guiding role in children's development. Therefore, evaluation should also have certain skills, and there are many evaluation methods. No matter what evaluation method is adopted, we should not only pay attention to the results, but also pay attention to the evaluation of the process.
(A) children's active evaluation. The evaluation of regional activities is to summarize the performance in the activities, make suggestions for the next activities, encourage children to put forward higher requirements for themselves and encourage children to cooperate and innovate. To re-stimulate children's desire for learning, teachers should encourage children to boldly express what they see, hear and feel, and build a communication platform for children to express what they see, hear and feel in activities. This will not only enhance children's interest and give them more opportunities for communication, but also improve their language expression ability and let them learn to observe others and sum up themselves. In children's independent evaluation, teachers rarely use encouraging language to guide children, such as: your little hands are great, what are you building? How was it built? What do you think is the most interesting? Why? Through mutual evaluation and free communication between children, children can also see their own shortcomings, learn from the advantages of others, promote their common progress and raise their awareness of cooperation and communication.
(2) Overall evaluation of teachers.
Teachers' evaluation should be comprehensive. Teachers' evaluation can also be carried out according to children's activities in many aspects, so as to grasp children's bright spots, encourage children to put forward higher requirements, put forward shortcomings in view of children's problems, encourage children to express their opinions boldly and summarize according to their own opinions.
First of all, from the evaluation of children's habits, "Today, which group of children take the initiative to pick up toys, which group of children make a little noise when they are active, XX children take the initiative to give toys to others, and XX children go to other areas to make trouble without rules.
Secondly, judging from the knowledge and skills that children have mastered, what did they play today? What skills have you learned? What did you find when you were playing in the hands-on area? What do you think is the best way to solve this problem?
Thirdly, from the emotional experience, what game do you like best and why? Do you have anything happy to share with your children today? Generally, there are lesson plans in one corner of the kindergarten teaching area, and there are eight sub-districts in one corner of the kindergarten teaching area, which are distributed in different fields to cultivate children's various abilities. Domestic professional manufacturer of kindergarten corner "Fish Cave Corner"
",is the choice of many kindergartens and dealers who play teaching AIDS. Or contact them directly. 03716016727 (in words).
Regional activities are the happiest activities for children. How to create an environment suitable for children's development, how to further mobilize the initiative and enthusiasm of children's activities, and how to better serve the active development of children, we will continue to work hard.