Piaget put forward: "Children's wisdom comes from materials." The educational function of regional activities is mainly realized through materials. Different materials, different methods of children's operation, children get different knowledge and experience in the process of activities. Compared with collective teaching activities, regional activities are richer in materials and forms, and children will become smarter, more confident and bolder in the process of operation. However, in practical activities, we found that some materials only have ornamental value, but can not be operated; Some materials are rigid and cannot stimulate children's interest in activities; Some materials are too expensive to be practical. Therefore, while advocating environmental education, it is beneficial to make more use of waste materials (used waste materials must be cleaned and disinfected before they can be put into use). Of course, in the process of investing and creating materials, teachers, children and parents need to work together to do better.
(A) the teacher's careful preparation
As the supporters of activities, teachers should carefully analyze the educational function of each activity area before putting in materials, and provide enough activity materials suitable for children's development according to their age characteristics, life experience, knowledge and experience and ability level. In addition, teachers should regularly change, update and comprehensively use teaching materials. In the selection of materials, teachers should be conscientious, actively use the waste materials around them, advocate "turning waste into treasure" and set a good example for children.
Children's active participation
If a simple teacher creates an environment for children, it is likely to affect the emotional communication effect between children and the environment. If children are guided to participate together, they can feel affinity and desire to participate in the environment, and develop their autonomy and creativity in the whole process. When distributing materials in regional activities, we should give full play to children's enthusiasm and encourage them to collect waste materials. Within a few days, the children brought all kinds of waste items from home. At first glance, this class looks like a waste collection station. However, with the guidance and help of the teacher, the original waste materials were all put to use by the children after being classified and decorated: the children in the "Skillful Hand Area" made greeting cards with dried flowers and hay, made necklaces with "pistachio" shells, and glued a decorative painting with shells; The "doctor" in the hospital is more decent in a white shirt; In the "natural area", the children cut part of the coke bottle and planted mimosa; Onions and garlic are planted in the instant noodle box, and leaves are made into bookmarks. The dolls in "A Doll's House" are all dressed in children's childhood clothes, which is even cuter. Small and exquisite table and small bed, with beautiful tablecloth, feel very warm. Through this activity, I found that children like to play regional activities more than before, their hands-on ability has been improved, their sense of innovation has been gradually enhanced, and more importantly, their awareness of environmental protection has been obviously improved.
(3) Parents' active cooperation
Parents' work is a very rich educational resource. While carrying out regional activities, we also actively encourage parents to cooperate. The purpose is to let parents know that waste materials are of reuse value through their participation, and actively help kindergartens to collect materials and educate children to be caring, caring for the collective and protecting the environment. At the same time, it also strengthens the close relationship between home and home. This semester, in order to enrich regional activities, we suggested that parents and children use waste materials together for "small production", and parents are very supportive. Made a rooster with a bottle of peanut oil, a "galleon" with calendar paper and a bright milk box, a "clown" with paper cups, a beautiful "Japanese doll" with mineral water bottles, and a sun hat with old cardboard and newspapers ... Parents' active participation has enriched the area a lot, and their environmental awareness has undoubtedly set an example for children, and at the same time, they have carried out good environmental publicity for them.
Second, the content selection and construction of environmental protection theme
With the deepening of regional activities, how to combine environmental education with regional activities? I think the creation of the environment should not only reflect the goals of recent activities, but also be beautiful and knowledgeable. And attach importance to the development of environmental potential, so that children can develop various sensory organs and observation through direct contact with toys and various materials, understand the characteristics and uses of various objects, understand the interaction and causality between things, and thus gain new knowledge. At the same time, it promotes the development of children's attention, memory, imagination, thinking ability and practical ability. In the comprehensive activity "Vehicles-Cars", in order to cultivate children's awareness of environmental protection, we start with the following activities: 1 First, organize children to observe the driving of cars on the roadside, guide children to find the exhaust gas emitted by cars, and understand the great harm that harmful substances in exhaust gas bring to human beings. 2. Encourage children to think, do and design an "environmentally friendly car". After this activity, many children have designed novel and unique "environmentally friendly cars". 3. Many children are driven by their parents or picked up by mopeds, so we actively encourage children to "educate" their families to ride bicycles and walk more to minimize the exhaust of mopeds.
Third, sort out, evaluate and cultivate environmental protection behavior.
As we all know, regional activities are different from other academic activities. After each regional activity, children should organize, classify and place. Evaluation is a kind of guidance, and teachers' correct evaluation and guidance will directly affect children's behavior habits. Therefore, we emphasize the cultivation of environmental protection behavior in the evaluation process. In the past, some children would leave things about, and some children didn't wash their hands after activities. Now, we cultivate children's environmental behavior and establish environmental awareness through the following requirements:
1. Ask each child to sort out the activity areas he has played and classify them to facilitate the next activity. For example, different building blocks should be put in corresponding baskets.
2. If any unclean place is found in the activity area, immediately wipe it with a rag to keep the environment clean and tidy. It was after a regional activity that I saw Hui Hui wiping the table in the "manual area" with a rag, which was very serious. I thought it was strange because I didn't let her do it at that time. It turned out that other children left traces of paste and plasticine on the table after activities in the "manual area", and Hui Hui took the initiative to wipe it clean. I am very satisfied with her behavior, and I will give random education at once. Since then, children have consciously kept the classroom environment clean and tidy.
Be sure to wash your hands after the activity. Don't waste water when washing your hands. Tighten the faucet after washing. Before that, I used to instill knowledge about water into children inside and outside the classroom, and let them know that water is hard to come by, and we should cherish water resources.
Strengthening this in the evaluation, children's awareness of environmental protection is much stronger than before, and some usual bad habits have also changed. Especially in water use, we always drink as much as we want and never waste water. All kinds of toys and books in the classroom are also in good order.
With the expansion of children's knowledge and the in-depth development of environmental education, we can not only infiltrate environmental education in regional activities, but also carry out environmental education in other disciplines, so that children can care about and participate in environmental protection from an early age and learn to be "environmentalists."