With the deepening of the study and implementation of the new "Outline", we have more deeply realized that regional activities have an important and far-reaching role in the all-round development of children. In recent years, we have carried out regional activities according to local conditions and studied them as an important topic. Through a stage of practice, preliminary results have been achieved, but many problems that make people think and explore have also been found in the process of implementation. For example, in activities, teachers only care about their own educational goals, regardless of children's experiences. There are some problems such as the opposition between teachers' preset activities and children's generating activities. In the future corner activities, it is necessary to carry out continuous in-depth practice, reflection and improvement, so that every child can freely choose, partner and move freely, give full play to his enthusiasm, initiative and creativity, improve and develop his various abilities at the original level, and cultivate his good social behavior.
Second, the case description:
On Monday afternoon, regional activities will begin soon. The teacher sat the children in a semicircle and assigned them regional activities. When the teacher said, "Our activities today include doll house, art design area, construction area and operation area …", Ningning suddenly got excited and shouted, "I want to feed the dolls! I want to feed the doll! " Feeding dolls is a new activity in the class. He has never been assigned to a game before. This time, when she heard the teacher talking about the homework area, Ningning immediately called it out. The teacher's words were interrupted by Ningning's shouts, and the calm expression on her face turned into a slight anger. The teacher took a look at Ningning and found that Ningning's eyes were not on the teacher's side, but staring at the operation area in the corner. The teacher raised the volume and said to Ningning, "Ningning, the teacher thinks you don't want to feed the doll today!" " "She was startled by the teacher's words. She quickly turned her head, widened her eyes and asked loudly, "Why? "The teacher was obviously surprised when she listened to Ning Ning's rhetorical question, and then the anger in her expression increased and her tone strengthened a little." Why do you think? ! You will also ask the teacher why! "She's mouth slightly open, staring at the teacher for a while, suddenly bowed his head, as if aware of something. Then the teacher arranges activities. She looked nervous and anxious, looked up and stole a look at the teacher, and stopped talking.
Third, the case analysis:
(A) the concept of education of teachers has not changed.
This is an event that happened when the teacher assigned district corner activities to the children when we set up regional activities at the beginning of school. From this interaction between teachers and students, we find that teachers are active and children are passive. Teachers are managers and restrainers, not supporters, collaborators and guides. For example, "The teacher arranged regional activities for them ... the teacher's words were interrupted by Ningning ... pause ... the expression on her face became slightly angry ..." The teacher always appeared as a manager and controller, and assigned activities to the whole class in turn. Her expectation of children's behavior is that children should sit quietly and seriously and listen to the teacher's arrangement, otherwise they will be undisciplined and will not be allowed. She shouted, "Hey doll! Hey doll! " His behavior obviously conflicts with the teacher's expectation of his behavior, which is far from the teacher's expectation. Teachers don't really realize that children are the main body of activities in regional activities, and they can't grasp their role orientation. The teacher's behavior changed Ningning from active participation to passive state. The reason is that teachers are self-centered and put too much emphasis on discipline. Ruthless discipline controls children's initiative and enthusiasm for games, and teachers have not really become supporters, collaborators and guides of children's activities. Teachers only have their own educational goals in mind, regardless of children's experience, instead of sending out the ball sent by children, they throw the ball aside and serve according to their own ideas, ruthlessly killing children's interest in playing doll-feeding games with their own actions, which may also affect the establishment of a good teacher-student relationship and the formation of children's personality.
(B) Negative teacher-student interaction
This is an interaction between teachers and students with the theme of "discipline and restraint". The teacher gave the first scene with negative emotional characteristics to Ningning. "Ningning, the teacher thinks you don't want to play with dolls!" . Before that, Ningning was fascinated by playing the game of feeding dolls. He didn't realize that at this moment, he shouted "Feed the doll" to show that he wanted to play with the doll. On the contrary, his most ardent expectation for the teacher at that time was that they would assign him to play the game of feeding dolls, but he simply forgot the usual requirements of the teacher: "Keep your hands away, put your feet together, look at the teacher with small eyes and listen to the teacher with small ears." So, to the teacher's "teacher, don't play with dolls!" " "This sentence, she was surprised, the teacher's behavior and his expectations are too different. Therefore, he subconsciously sent out a feedback behavior with aggressive emotional characteristics "Why! ？” It shows his surprise and doubt about the teacher. The teacher was also a little surprised by Ningning's feedback behavior. The teacher wants Ningning to sit quietly and listen to the teacher at once. What he didn't expect was that "a child who violates discipline, instead of admitting his mistake, will ask why!" "As a result, the teacher issued a second agent behavior with stronger negative emotional characteristics." Why do you say that! You will also ask the teacher why? ! "Reaffirm the theme of discipline. This time, Ningning finally understood the teacher's intention: "When arranging activities. It's wrong to speak loudly. The teacher got angry and criticized Ningning. "As a result, the expression of excitement before turned into depression. He bowed his head and stopped talking. He used this fearful and nonverbal feedback behavior to show his acceptance of the teacher's discipline. Teachers also focus on the distribution of activities, and the behavioral events of teacher-child interaction are over. I think that when Ningning's behavior conflicts with the teacher's expectation, the teacher should guide Ningning to correct this mistake instead of initiating such a negative teacher-child interaction event.
Fourth, reflection activities.
(A) change ideas and establish a "people-oriented" educational thought.
The new "Outline" points out that teachers should be supporters, collaborators and guides of children's learning activities. Teachers should understand that every child's behavior and every problem has its reasons, deeply understand the child's physical and mental characteristics and development level, think about problems from the child's standpoint, and establish a "people-oriented" educational thought.
Teachers should have keen observation, be good at capturing children's information, really devote themselves to every activity with children and grow up with them. Be good at listening to children, know how to tolerate children and learn to support them. When children are interested in something, they will express their emotional needs in different ways and through different channels. Especially for younger children, we should observe carefully, detect in time and analyze the background and true intention of children's behavior. When Ningning put forward "I want to feed the dolls", the teacher should communicate with the children with an attitude of acceptance and respect and patiently ask: "Why do you want to play this game?" Listen patiently, try to understand Ningning's thoughts and feelings, and support and encourage children to explore and express boldly. I think only by really entering the children's world can we understand their needs and difficulties, interpret their words and deeds, catch the ball thrown by children in time, seize the opportunity to guide them and push their interest in learning to a higher level.
(2) Construct a benign interaction between teachers and students.
As educators, teachers play an inestimable role in children's development. And children are also an active body. Only by respecting children, stimulating their learning motivation and teaching with children as the center can education play its role. Therefore, we advocate the establishment of equal and harmonious interaction between teachers and children, but in this case, teachers look down on children as educators and managers, while children look up to teachers as educators and managers. This unequal relationship between teachers and children makes teachers only pay attention to how to get the response of the other party quickly, regardless of the other party's intention. Therefore, we should learn to look at children from a "head-up" perspective, give up the "teacher-centered behavior" bred by being in authority, and often reflect on our behavior of pointing at children in interaction. We should learn to respect children, discover their potential, and make the interactive relationship between teachers and children develop harmoniously.
(3) Let children truly become the masters of regional activities.
In regional activities, children's subjectivity and autonomy can be brought into full play. Especially in the educational activities of small class children, the achievement of every teaching goal of teachers must penetrate into the game. For example, the doll house is mainly to cultivate children's social skills, so that children can gradually establish and understand some basic codes of conduct in the game. Regional activities create a learning stage for children. In different areas, children's abilities in all aspects have been developed.
Regional activities are children's free activities and free games, and children can decide what to play and how to play. In the process of regional activities, children show great enthusiasm and autonomy in learning. Their ability to find problems and find answers to them is something that teachers can't see in other teaching. The child's potential is truly brought into play. Regional activities are children's own activities, and the questions explored are what children really want to know. So when Ningning proposed, "I want to feed the doll". This is entirely the child's heartfelt thoughts and wishes. Teachers should satisfy children's wishes, provide enough time and space for children's activities, provide rich materials, conform to children's exploration activities, and promote children's all-round development.
(4) Correctly handle the relationship between presupposition and generation.
Teachers' preset activities and the spontaneous generation activities of preschool education are not antagonistic and separated, but mutually inclusive, mutually promoting and mutually setting off. Teachers' preset activities in corner activities must be based on children's life experience and interest in learning. Rich educational environment and changeable organizational forms will stimulate children's enthusiasm for learning to the maximum extent and meet their emotional needs. Ningning is a lively child who dares to put forward his inner thoughts boldly. When children send us signals, we should capture the information from children in time and generate new game content in time, so that children's autonomy in activities can be significantly improved. Let children choose their own activities according to their own wishes and abilities, and bring the valuable things that children care about and spontaneously produce into the activity track expected by teachers, thus supporting children's learning and research to go deeper. In such a free, relaxed and pleasant environment, children constantly strive to find the best way to experience success and happiness, and their self-confidence is enhanced.
Let children get experiences beneficial to physical and mental development in healthy and rich activity environment and happy childhood life, and let teachers grow up with children in research and exploration.
Comments:
The teacher's record and analysis of regional activities in small classes reflects that she has been able to have a higher understanding of the value and significance of regional activities. In the current kindergarten education, the phenomenon of emphasizing teachers' organizational learning and controlled learning is still serious. In quite a few kindergartens, there are few study areas in classrooms, and some even have study areas, which are mostly used as places to put things, not as places for children to study. If the kindergarten classroom can't regard the learning area as an important learning place, and if the children's activities in the learning area can't be regarded as important learning activities, then the curriculum problems in the kindergarten can't be solved well. We hope that more kindergarten teachers can participate in the lectures in the study area, and more kindergartens can provide children with study areas with rich materials and guaranteed time.