The Guiding Outline of Kindergarten Education (Trial) points out: "Kindergartens should provide healthy and rich living and activity environments for children, meet their various development needs, and make them gain experiences beneficial to their physical and mental development in a happy childhood." "Educational content and requirements can take into account group needs and individual differences, so that every child can develop and have a sense of success." Then, around the implementation of the new "Outline", how to reform the form of kindergarten education activities in specific operations and transform educational ideas and concepts into specific educational behaviors, we must first understand regional teaching activities and collective teaching.
First, the embodiment of the new educational concept-about the activities in the activity area
The so-called activity area is a place with children's age characteristics, where children actively practice, operate and consolidate their existing knowledge, gain new knowledge and experience and satisfy their interests and curiosity through their own activities. It is characterized by providing suitable activity areas, diversified activity contents and situational games, so that children can participate in activities independently. It can provide children with space for independent activities, carry out continuous exploration activities, and promote the germination of children's creative consciousness and the development of their initial creative ability. It can be seen that the activities in the activity area are mainly children's spontaneous activities. Children can fully display their nature and inner world in activities, and have greater autonomy and selectivity. Children show greater interest in learning and strong internal motivation in activities, and better play their initiative and creativity in interaction with materials, environment, teachers or peers. Compared with the traditional collective teaching activities, the activity form in the activity area provides a more relaxed and suitable activity atmosphere for children, so that each child can fully use his hands and brains, and the opportunities to interact with teachers and peers are obviously increased. At the same time, it also creates conditions for teachers to observe and understand children, and gives individual guidance according to their different levels.
Second, the use of traditional teaching mode-on collective teaching activities
"Kindergarten Work Regulations" defines "educational activities" as "various forms of educational processes that purposefully and systematically guide children's active activities". Its purpose is to correct the simple "collective teaching activities", regardless of other organizational forms, and correct the phenomenon of ignoring children's initiative, but it does not mean canceling collective teaching activities. Because of the existence of collective teaching activities, it also has its own significance.
First of all, if the activities in the activity area pay more attention to children's personality development, then the collective teaching activities organized by teachers better reflect the social requirements for children. Although it should also consider children's interests and needs, at the same time, it must ensure that children get the necessary experience that meets social requirements and is conducive to their development in all aspects. Secondly, collective teaching activities take children's existing experience as the origin of teaching activities. Through activities, help children share their experiences, get to know each other, see those different views and go beyond their own understanding. At the same time, children's personal experiences gained from games and daily life are often scattered. It is an important function of collective teaching activities in kindergartens to help children sort out their experiences and reorganize and transform their original experiences consciously and purposefully.
3. Effective combination of activity area activities and collective teaching activities.
Both activity area activities and collective teaching activities have their necessity. These two kinds of activities have their own values and functions in completing curriculum objectives and promoting children's development, and both of them are indispensable. At present, there are two wrong tendencies in the implementation of activities in the activity area. One is simply imitating the activities in the activity area, not learning the intrinsic value of the activities in the activity area, but only learning the superficial form. As a result, teachers are tired of coping with the form of unclear purpose, and children are also confused, which greatly reduces the quality of children's participation in activities. The second is to exaggerate the disadvantages of collective teaching activities, and even blame other problems in education on collective teaching activities, blindly denying collective teaching activities, leading to confusion in actual operation. Then, in the form of educational activities in kindergartens, how to effectively combine activities in activity areas with collective teaching activities?
1. In the activity area, pay attention to the points of interest and generate collective teaching activities.
In the rich, changeable, open and challenging activities in the activity area, the teacher's role is to input materials, observe and support the activities. Children have the greatest freedom, which is also the best time for teachers to discover children's interests and needs and pay attention to the "recently developed areas". In this process, in addition to respecting children's spontaneous interests, it is more important to "seize the opportunity, actively guide" and "timely and appropriate response", and find that some learning content is the interest point of most children. Taking children's interests or concerns as the effective starting point of education, we should reasonably consider the educational objectives, thus generating a series of collective teaching activities, sorting out and perfecting some fragmentary and superficial experiences that children have gained in the process of operational learning, and constantly exploring. For example, in the activity area, the teacher found a child in the "Skillful Hands Workshop" taking off his shoes, holding a magnifying glass and observing his little feet with relish. Several children who are making record cards of their own hands also took off their shoes, observed their little feet and chatted happily. At this time, the teacher found that the children were much more interested in feet than their opponents, so the teacher provided them with a foot-shaped record card in time, and added "washing feet" and "foot imitation exercise" in the living area to let the children consciously walk barefoot in sand, pebbles, soft ground and grass in outdoor activities, and experience different feelings with their feet. After a series of foot exploration activities, the teacher organized a collective teaching activity "Little Foot Travel". With the intervention of magic "magic paper", the teacher practiced with little feet, tore newspapers with little feet, walked or jumped with newspapers with little feet and other activities. In this process, teachers can flexibly change the organization form by observing children's performance in the activity area, so that activities can better meet children's needs, and at the same time provide children with more activity space for exchange of resources and experience, so that they can exchange information and gain experience, thus achieving the purpose of resource sharing.
2. In the activity area, break down the difficulties and better carry out collective teaching activities. After learning new ideas, teachers made it clear that children are the main body of activities. When designing some collective education activities according to the objectives, teachers should first consider children, their interests, existing experience, development level and so on. As long as you know the children first, the designed activities can promote the children's development to the maximum extent.
We found that some difficulties in collective teaching activities can be decomposed into activities in the activity area, so that children have enough time to find and solve problems. For example, when teachers design "colorful drinks" for scientific activities, they consider that children have their own ideas. If we indoctrinate them with the previous teaching methods, their imagination will be restrained to a certain extent. However, if children organize the teaching activities of "colorful drinks" without accumulating some relevant experience, it will be difficult to achieve the educational goal. Therefore, we take the preparation of drinks and the preparation of beverage rooms as the exploration contents of children in the activity area. In the specific operation, children gradually became interested in the preparation and preparation of drinks, and mastered the methods of preparing drinks, and learned about the changes in color and taste after liquid fusion when preparing drinks. At this time, the teacher will organize a collective teaching activity "colorful drinks" to let the children know that liquids are not only simple fusion, because the density of liquids is different, and sometimes there are some scientific "exceptions". Therefore, in the activity, children should be helped to share their experiences and get to know each other, and then presented with a colorful layered drink, which leads to the production steps and operation methods of the densitometer, so that children can be full of interest and desire to explore, actively carry out higher-level exploration activities, try their best to measure the different densities of various drinks, and try to brew cups of gorgeous "cocktail" drinks. In this way, children's knowledge and experience have been expanded and qualitative changes have taken place. From this example, we can see that in the process of children's activities, children rely entirely on direct contact with materials, and realize scientific concepts step by step through adjustment, running around, tasting and talking. So we believe that as long as we provide suitable materials, we can solve the difficulties in scientific knowledge.
3. In the activity area, create conditions for the extension of each child's interest and the improvement of basic quality.
In the activity area, it is impossible for children with different development speeds and cognitive styles to participate in activities according to their own interests, needs and abilities. Moreover, in a short period of collective teaching activities, it is impossible to fully satisfy every child's desire to explore. Therefore, we can make full use of the advantages of the active area and extend further exploration activities to the active area. For example, "colorful drinks", the teacher puts all kinds of materials in the activity area after the group activities, so that the children have the opportunity to complete the unfinished works and explore more fully.
Of course, after the group teaching activities, we can also put some difficult materials in the activity area. For example, in the "Little Foot Tour", the teacher can open a "Little Foot" activity area after the group activities, and provide toys of different sizes and materials for children to play games with. You can also provide sandbags and other items, and set up some game situations to attract children to throw sandbags with their feet. Through practice, we find that both the activities in the activity area and the collective teaching activities should give full play to the enthusiasm of both teachers and students, consider and respect children's interests and needs, understand and grasp the development direction of children, and make the educational content and requirements take into account group needs and individual differences, so that every child can develop and feel successful. This is an effective education.
In short, activity area activities and collective teaching activities are two different forms of activities in kindergarten education and cannot be abandoned or replaced. Through practice, we find that only by effectively combining the two can the activities in the activity area be more targeted and the collective teaching activities meet the needs of young children, which is a new way to better carry out teaching reform.