Regional activities are a form of educational organization in which children freely cooperate, explore and learn in the form of individuals or groups under the purposeful and conscious guidance of teachers, and obtain physical, emotional and cognitive development in the interaction of the environment. This kind of activity is increasingly recognized by preschool teachers. How to make rational use of rural natural resources and explore regional activities suitable for local children is a problem we are facing. Our kindergarten adapts to local conditions, combines rural reality, makes full use of local resources in rural areas, and looks for regional activities suitable for rural kindergartens, so that children can have a happy experience in independent activities.
First, tap local resources and carry out activities in the activity area.
Although our garden is located in a remote mountain village, it also has inexhaustible teaching resources. There are Woods, fields and rivers around my garden. As long as it is effectively developed and utilized, it will add color and vitality to the activity.
1. According to the rural characteristics, provide children with hands-on opportunities.
Being able to provide children with materials suitable for their operation in the activity area is the transformation from traditional education to active education. In order to provide children with familiar operating materials that don't require a lot of money, teachers should brainstorm. A teacher in our garden accidentally found a special kind of red clay in a ravine at home, which is very sticky. Teachers go to the mountains and dig them back. After processing, they can not only replace plasticine, but also satisfy children's desire to operate. Teachers also guide children to combine hands-on operation with math activities in time, and they unconsciously learn to sort according to the law. In addition, there are many materials available in rural areas, such as stones, eggshells, waste paper boxes, seeds and vegetables. We mobilize parents to collect materials for the activity area together, and create a recycling bin for waste materials in the class, so that children can have choices, so that each child can get their favorite materials and try to make their favorite toys and pictures. Through our efforts, we have not only enriched the activity area, but also cultivated the children's beauty in the activity, and at the same time, we have gained more love for our hometown.
2. Choose abundant natural resources according to seasonal characteristics.
The new outline requires "making full use of natural environment and community resources to expand children's living space and learning space", which is particularly important for rural children's education and can give full play to the unique natural conditions in rural areas. Autumn is the harvest season, the most beautiful season in my hometown, and an important period for educating young children. Teachers choose this period to go out with their children to collect leaves, corn husks, straws and so on. After finishing, put it in the material area and let the children design their own autumn with these materials. Children also have a strong interest in these readily available "local products". When collecting leaves, they found that leaves grow in different forms, such as opposite, alternate, green to yellow, green to red and so on. Children feel the beauty of autumn from the activities of knowing leaves, finding homes for leaves, making leaf specimens and pasting pictures of leaves. Nature contains infinite value and brings infinite happiness to children.
Second, according to the characteristics of rural areas, actively create activity areas.
1. Construct an activity area according to the educational goal, and let the activity area interact with the theme.
Through the study of the syllabus, we know that regional activities are activities of children's self-discovery, self-learning and self-exploration, and a relaxed activity atmosphere can meet the needs of children. Therefore, when setting up activity areas, we should pay attention to the realization of educational goals, guide children to participate and give full play to their subjectivity. For example, "load-bearing experiment" is an abstract concept. In this activity, in order to let children intuitively understand its meaning and stimulate their desire to explore, teachers first provide operating materials for children in the Science Corner: wood blocks, papers with different thicknesses, snowflake building blocks and so on. Let the children play by themselves, and the teacher can guide them in time. Only when children are interested can teachers organize their activities, so the education effect is very good.
2. Regional activities are an extension of collective education activities.
Mathematics activities are the most abstract and difficult for children to understand. Because of children's different cognitive levels, it is difficult for teachers to grasp mathematics activities. At this time, regional activities have played its unique educational function. For example, sorting is an important educational content for middle and large classes in kindergartens, and it is difficult to achieve the teaching goal only by paying attention to one or two classes. Therefore, we combine sorting in regional activities: teachers put stones, leaves, seeds and other materials that children are familiar with in the activity area, so that children can observe, analyze and discover the mystery of regular sorting in the process of wearing bracelets and placing stones, show a positive desire for knowledge in various ways of playing, improve the communication level with peers while mastering new knowledge, and organize children to exchange their own ways and rules in time to help children improve their experience.
3. Activities in the field of activities can produce new educational goals and new themes.
The activity area serves the educational goal, and the activity area with children's interest points as the protagonist will produce new educational goals. For example, after a thunderstorm in summer, many earthworms climbed on the balcony, and the children watched and talked. The teacher suggested picking up the earthworm and raising it, so they built two homes with different soils for the earthworm. In this breeding corner, children constantly produce new ideas, and teachers give them guidance to find and solve problems themselves. This method not only enriches the activity area, but also enables children to learn new knowledge. The documentary activity Earthworm won the second prize of the provincial documentary activity, and there are many such activities, such as Ant, Interesting Stone and Cabbage Worm, which truly reflect the function of the activity area to serve the educational goal.
4. Create an open outdoor activity area
Because there are few game materials and activity equipment in rural kindergartens, which can not meet the needs of young children, we have established the simple values of "making the best use of people and things" and carried out outdoor activities according to local conditions. First of all, use local materials and make rich sports equipment. In spring and summer, use Malan leaves as whips, play horse riding games, or weave dragonflies to play dragonflies. In autumn, we weave corn husks, play games of river and balance, make darts and practice throwing. Secondly, tap the educational value of traditional games. Traditional games in rural areas have the advantages of children's familiarity and acquisition of materials, and have certain educational value for the development of rural children. Therefore, we give full play to the exercise function of local games and give new vitality to traditional games. For example, roller skating, roller skating, walking on stilts, bamboo pole games, swinging ropes, turning ropes, weaving flower baskets, etc. , are children never tire of playing games. These activities not only enrich the content of children's outdoor activities, but also enable children to achieve the purpose of exercising. Finally, create an open outdoor activity area for children and provide them with more opportunities for cooperation and communication. We use the open activity space in the countryside to change the past class-based activities and play outdoor mixed class games.
In short, through the development of regional activities, not only the concept of teachers in our park has changed greatly, but also the potential of teachers has been better brought into play, which has promoted the harmonious development of rural children. In the process of continuous exploration, summary, innovation and reflection, rich local materials have brought vitality to the activities in the activity area of our park, and also brought characteristics, vitality and hope to our kindergarten!