The main task of kindergarten education is to form, develop and improve the quality of young children, rather than instilling too much knowledge into them. This has become the knowledge of kindergarten teachers, and the formation, development and improvement of children's quality must be realized through children's main activities. Activity area teaching is a kind of educational form which is widely practiced in early childhood education in China in recent years and is characterized by emphasizing children's main activities. This kind of educational means provides children with the opportunity to think with their brains and operate with their hands. Through the interaction of environment or activity materials, let each child freely choose, partner and move freely, let children fully express themselves in the activity area, give play to their enthusiasm, initiative and creativity, and let children develop at the original level. As a teacher, we must establish correct guiding ideology, fully understand and respect children's dominant position in activities, and let them move creatively and actively. Children are developing and active individuals, not passive recipients. They always interact with the outside world as individuals and develop themselves in various activities. Therefore, teachers should be trained in regional activities.
Children's autonomy.
First, create a suitable activity environment.
Montessori emphasized that it is very important to prepare a suitable environment for the normal development of children's physiology and psychology. It is absolutely urgent to set an adaptive world and environment for childhood. Only by preparing a suitable environment for children can children develop actively. " It is necessary to create an interesting and exploratory activity environment for children to interact with, so as to meet the needs of children's development, induce children to actively seek knowledge, increase their interest in learning, cultivate good study habits, and develop their initial practical ability and initial innovation ability in independent practice.
In early childhood, children have a strong curiosity and a spirit of exploration full of longing and yearning for everything. Only a novel, vivid, relaxed and free development environment will arouse children's strong interest, children will like and actively participate in the environment, and they will carry out activities freely and boldly. Therefore, teachers should create a novel environment according to children's age characteristics, educational content, seasonal changes and the actual situation of the class, so as to provide children with sufficient opportunities for activities. Try to design and provide an environment that children can operate, accept and love, especially all kinds of activity materials, so that children can have more choices and develop actively in interaction with the environment. Generally speaking, it is more appropriate to set up five to eight areas in each class. When setting up the area, according to the educational objectives of this semester and the actual level and individual differences of children, the corresponding activity materials should be placed, so that children can freely choose the activity area and activities suitable for their own level.
Materials, and actively participate in activities. By preparing suitable environment and materials, we can arouse children's interest, let children carry out activities according to their own interests and abilities, and let children at different levels have the opportunity to explore and experience success. For example, children with strong ability can choose 120 or even 200 puzzles in the puzzle area, and children with weak ability can choose easier puzzles, such as 60 or 80 puzzles, so that the children with the strongest ability can experience the happiness of success, thus mobilizing the enthusiasm and initiative of children to participate, which is more conducive to the development of children's autonomy.
Second, in activities, teachers should play a leading role and children should be the main body.
After providing children with a suitable activity environment, teachers should guide children to actively interact with the environment. In the interaction between children and the environment, teachers should not be educators who export knowledge, but "mentors" who provide the stage, point out the direction and give guidance at critical times: that is, teachers should fully mobilize children's enthusiasm and encourage children to actively explore the environment, operate the environment, find problems and solve problems in the environment. Teachers should promptly guide and guide children to truly become the main body of activities, acquire knowledge through independent exploration, and promote the independent development of children.
First of all, the teacher gives the children ways to explore and operate the environment. In this area
In the activity, the children choose the appropriate activity materials. In activities, children's understanding of something is often one-sided, incorrect, and their behavior is not systematic, especially in new activity areas, children often don't know how to play, and teachers should go deep into the activity areas to guide them. Teachers should adopt different guidance methods according to different learning contents. For example, in the doll house, small shops and other social activities, teachers can participate in communication and guidance as mothers, salespeople and shoppers. In the art activity area and science area, teachers should demonstrate and guide like teachers. This not only deepens children's understanding of the nature of the activity area, but also facilitates guidance. After children have mastered the basic activity methods, teachers should let children move freely and develop independently in regional activities.
Secondly, in the activity area, teachers should pay attention to observation and guidance and teach students in accordance with their aptitude. Because children are young and weak, they will inevitably encounter difficulties in their activities. At this time,
Teachers should give inspiration and inspiration, and rely on children's active activities to help children learn. For example, in regional activities, when it is observed that most children can solve four or six puzzles and their interest declines, they should put eighty puzzles in time to re-stimulate their interest in exploration. If it is observed that children encounter difficulties and cannot continue their activities, teachers can give timely language and material guidance to guide children to continue their activities. But teachers' teaching language should be open, which can stimulate children's thinking and arouse children's association. Children should be given more opportunities to discover and summarize, which is conducive to their autonomy.
As the activity area is a form of education, teachers can understand the ability level of this group of children in a region as a unit, guide children with different abilities respectively, and also "follow" a child and observe the language and behavior performance of this child in several activity areas, which is convenient for research and analysis of children and teaching students in accordance with their aptitude. For example, when I was in a large class, one child could not grasp the concept of equal division well, so I introduced him into the cognitive area to guide his situation. First of all, I let him play with a ruler (which can be folded in half) and let him find that the length of both sides of the ruler is the same after being folded in half. Then I gave him a piece of photoelectric paper and asked him to make a foldable ruler. He compared it with a real ruler. I tore the photoelectric paper according to the crease for him to compare, and after folding it, I got two equal numbers. Then I gave him various shapes of photoelectric paper and asked him to divide it equally according to the method just now, so that in
Under the guidance of the teacher, he not only understood the equal division, but also became interested in it, which not only reflected the leading role of the teacher, but also brought the children's subjectivity into play.
In addition, teachers should evaluate the performance of children's autonomous activities in time. From a psychological point of view, every child has to express his needs. Because regional activities provide more opportunities for self-expression, children will have an understanding and evaluation of their abilities through their own practical activities. If children succeed in their own activities, teachers should encourage and praise them in time, so that children can experience the joy of success, thus mobilizing their initiative in learning.
Regional activities provide children with rich learning experience. In learning, children choose appropriate activity materials, so that children can actively learn in a stress-free environment. So they have more chances to succeed, show themselves in front of their peers, and let their peers know him and he knows their peers. In this way, in the process of getting to know each other with our peers, we can learn about ourselves and develop self-confidence, thus promoting the development of children's autonomy.
On the other hand, when evaluating children's performance in activities, teachers should pay attention not only to the results, but also to the process of activities. In the activity, although children's imagination is rich, their experience and skills are not mature, which makes children in
The level in the activity is naive and simple. However, as long as children are full of interest and innovative consciousness in their activities, teachers should give them affirmation and should not restrict children with adult thinking and standards. For example, children use plasticine to shape various animals in the hand work area. Although the quality of these works is not good from an adult's point of view, children are full of imagination, creativity and interest in this process. They try things they have never done before. No matter what the result is, teachers should encourage children's activities with praise, respect their ideas and allow their behavior to go beyond the existing standards and practices. Let them be infected and inspired unconsciously. In an environment of encouragement, praise, support and affirmation, children will have more opportunities for independent and free activities, thus making their activities more active.
Third, constantly adjust or wait for the environment and materials according to children's interests, abilities and development level.
Teachers should guide children's activities, so that children can actively explore the activity area. At the same time, through careful and regular observation of children, children's activities, including interest in activities, activity level, development needs and other issues, are correctly evaluated. On the basis of careful analysis of these issues, children are constantly provided with activities that are more suitable for their age and interest characteristics, can arouse and further stimulate their curiosity, thirst for knowledge and desire for exploration, and promote their orientation.
The materials in the activity area should be changed at any time with the development of goals and children's abilities. When children are very familiar with a certain material and lose interest in operation, teachers should replace and put in more challenging materials in time to develop children's initiative.
In short, teachers' work in the activity area should enter a virtuous circle of "providing environment-guiding-adjusting environment-guiding". Only in this way can activity area teaching help children achieve real sustainable development and continuously improve their quality.