For children, the so-called independent inquiry refers to the learning method that children fully start, talk and use their brains in the interactive environment with the environment and materials, find problems by themselves, make use of existing experience, seek answers and solve problems in many ways. So how to cultivate children's interest and ability to explore independently?
Regional activities provide children with various learning opportunities at any time. Children can go to the activity area at any time according to their different needs, and make full use of the contents of various sensory experience activities, which reduces a lot of unnecessary waiting time for children and gives them an unrestrained and free exploration space.
At the same time, the garden is conducting research on the topic of "Happy Education". Many studies have proved that the motivation of inquiry comes from happy emotional experience. Therefore, the author thinks that we should combine "happy education" and use the learning principle of constructivism to choose children.
It is effective to take the favorite, relatively free and independent, highly operational and more obvious interaction with children's personality space as the carrier, and take these two points as the growing points of our research.
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At that time, the author found from the early observation of the children in our class that the children in this class were very interested in regional activities, but because they just entered the small class, they showed poor interest persistence, disorder and lack of hands-on operation.
Independence, which proves that the children's independent exploration in this class is at a low level. Then, how will the author further optimize regional activities, create a regional environment more conducive to children's independent exploration, and give children the help they need?
It is the basic direction of this study to promote the happy development of children's independent exploration.
Second, the key words:
Independent exploration of regional activities, happy education to promote development
Third, the theoretical basis of the research:
1. Constructivist learning theory: According to the learning principle of Swiss child psychologist JeanPiaget, children constantly choose, explore, experiment and take the initiative through games, and through him,
People interact with the environment and integrate empirical data into an organized structure, which is knowledge. To be clear, the acquisition of knowledge does not depend on parents' subjective wishes, or even on what teachers say or say.
It is said that it cannot be instilled by adults in one direction, but through children's own actual operation and interaction with the environment.
2. "Happy Education": It is called "havefun" in America, and was first put forward by the famous British educator Spencer in 1854. He believes that if seeking wisdom can bring spiritual satisfaction and happiness to students, they can teach themselves without supervision.
Fourth, the implementation of learning:
(1) subjects: Class 2 children who entered the park in September 2002.
(2) Research time: one year (September 2002-May 2003).
(3) Research methods: Observe as usual, analyze and adjust regularly.
(4) Research steps:
1, choose the content of regional activities suitable for small class children;
2. Make the overall plan of activities;
3. Combine seasons, theme education and children's interest points, create a regional environment conducive to children's happy and independent inquiry, and stimulate children's desire for independent inquiry;
4. Observe and provide necessary help and guidance to reflect the value of the activity;
5. * * * Combine the problems found in the inquiry activities to improve children's inquiry level.
The research process of verb (the abbreviation of verb);
The main measures in the specific implementation stage are as follows:
The first stage: June 65438+ 10 to the end of June 2002 165438+ 10, focusing on the building area, to cultivate children's interest and ability to explore in structural games.
1. Implementation goal: Be more familiar with all kinds of structural game materials and stimulate children's interest in exploring structural games.
2. Implementation measures: ① Provide children with various structural game materials and teachers' demonstration works in the construction area to arouse children's interest in inquiry. (2) Provide reference modeling of various building blocks and photos of buildings with beautiful appearance and simple structure to enrich children's perceptual experience and accumulate materials for creative innovation. ③ Gradually add appropriate tools and auxiliary materials to let children explore and play freely.
The second stage: (65438+February 2002 to the end of February 2003), focusing on the role area, cultivating children's interest and ability to explore in role games.
A) Implementation goal: to be more familiar with the corresponding roles in the region, enhance role awareness, and stimulate children's interest in imitating various roles, thus stimulating children's interest in further exploring role games.
B) Implementation measures: ① Understand children's interests by combining seasons, major festivals and theme education. (2) Let children collect data and activity materials together, and enrich their perceptual knowledge of these roles in the process. ③ Provide activity time, respect children's wishes, and help children to stimulate their interest in exploring the content of role games on the basis of role imitation through appropriate intervention.
The third stage: (February-the end of March, 2003) focusing on the art district, cultivating children's interest and exploration ability in games such as drawing games, playing with colors and making by hand.
1. Implementation goal: Let children experience the interest of painting, playing with colors, origami and turning waste into treasure through games, and stimulate children's interest in color change, different origami methods, and making various toys and articles with waste and semi-finished products while being influenced by beauty.
2. Implementation measures: ① Extend the content from the teaching activities, and let the children explore continuously, and in the art district club, let the children explore continuously. For example, after the paper group printing activity, the author moved the materials of the activity to the art area and invited children.
Continue to explore: try it, what can be changed on the colored paper ball besides using oil painting sticks and stems and leaves to turn it into flowers, and so on. (2) Provide a large number of waste materials and semi-finished products to stimulate children's interest in operation. ③ Drum
Encourage children to integrate artistic creation into games and stimulate children's interest in artistic activities. ④ Build a small booth and experience success and happiness.
The fourth stage: (April-the end of May, 2003) focusing on the field of natural science, stimulating children's interest in exploring things around them.
1. Objective: To stimulate children's interest in observing various comparative experiments and exploring things around them through activities.
2. Implementation measures: ① Extend the content that children can continue to explore from the spring theme activities and set it in natural science for children to continue to explore. (2) To provide children with comparative experiments of tadpole and toad larvae growth, comparative experiments of seed germination in different environments, and experiments of silkworm growth for children to observe and explore.
Sixth, the specific implementation process:
(a) Creating an environment for regional activities
Taking the region as the carrier to promote children's happy exploration, we must first consider the creation of regional environment and conditions. Only by creating a game environment conducive to children's autonomous activities can children's inquiry behavior in regional activities be carried out in depth and with high quality, so that every child can develop at his original level.
1, set a relaxed and happy psychological environment.
Use a "love" to understand and respect children's demands and wishes, establish a cordial, equal and harmonious teacher-student relationship with children, and let children feel that teachers are their close partners, and they will feel natural and warm with teachers.
Xin has no pressure. At the same time, children are encouraged to choose and decide the content and methods of games in their own way, and the initiative of independent choice, self-help, independent games, independent experiences and activities is completely in their own hands.
Medium. It is this relaxed psychological environment that will stimulate children's happy inquiry behavior.
2. Quiet and reasonable regional arrangement. (omitted)
3. Provide sufficient activity materials.
Toys and materials are the material pillars of regional activities, which can not only arouse children's interest in exploration, but also be materialized by teachers, which is helpful to trigger and support children to actively acquire relevant experience.
Basic points of children's exploration. Different materials have different functions and characteristics, but for children in small classes, the author thinks that besides adequate preparation in quantity and rich varieties, it is more important to collect materials.
Also asked for a word "fun". Therefore, I pay great attention to the following points when collecting activity materials:
The versatility of (1) materials enables children to use them in many ways. For example, all kinds of beads and ropes have multiple functions, which can be classified and compared according to size, length, color, texture, decoration and counting, and can also be used as tools for rubbing and dragging activities in art areas. It can be said that one thing is multi-purpose, and playing with it is new, and you can never get tired of playing.
(2) the originality of materials. I remember Professor Zhao Jishi said: the materials that are really beneficial to children's activities are not necessarily expensive materials, on the contrary, they are simple materials that can be seen everywhere, such as waste boxes and wrapping paper.
All kinds of beverage bottles and things like that. I also think this is because some materials will not limit children's thinking activities, which are very inspiring to children, can meet the requirements of casual activities, and let children enjoy the fun of commercialization.
Fun that toys can't enjoy. Therefore, in the regional activities of my class, especially in the "do-do-play" corner of the art district, I prepared a lot of waste products for children to imagine, make and explore.
(3) the combination of materials and current children's interests and activities: that is, go deep into children's interests and needs, and provide them with corresponding exploration activities materials or contents in combination with the current teaching activities in the region.
In order to meet the needs of children to continue to explore and operate in regional activities, operational materials were put in. In this way, children's old and new knowledge can be passed on to each other, and each child can develop freely according to his own level and characteristics.
Carefully choose your favorite activity space and content, so that every child can learn while playing, explore and improve in his favorite area. At the same time, children are invited to participate in the collection of activity materials and the layout of the area, so that children are interested.
You can bring things into the area, and look for various materials in the form of batch delivery, one-time delivery and independent collection according to the specific situation, so that children can happily enter the activities and feel that they are the masters of the environment.
Observe and explore what they are interested in, so as to maximize their potential.
(B) the guidance and management of teachers in activities
1. Table format management: and
Different from traditional education in the past, teachers mainly act as observers in children's activities in this research process. By observing children's exploration activities-children's favorite exploration activities, materials
What do you expect the children to say and do in the activities, what difficulties they have encountered in the exploration activities, whether they have solved them or not, and how to solve them. By designing some tables as observation records, in order to record what children are interested in recently.
What, cognitive experience and what problems. , in order to summarize, analyze and adjust. (Same as the observation record of children's regional activities in our park, omitted.
2. Help guide:
(1) Help guide immediately under natural conditions.
A, the implicit guidance of teachers as partners in inquiry activities. When children have been involved in regional activities, the author has always participated in children's exploration activities not as a teacher, but as a child's partner, which is correct.
An affirmative and positive attitude towards children's exploration activities can attract children more, make them have more fun, and make teachers' suggestions and guidance more naturally accepted by children.
B, the explicit guidance of teachers' direct guidance. This is based on the actual needs of children (such as children encountered in exploration activities due to their own experiences), and purposeful guidance is inserted in exploration activities. However, the premise is that it does not affect children's exploration activities.
② Specific guidance under special circumstances.
A, in the exploration activities appear unsafe tendency, or children appear excessive behavior, teachers should give timely guidance.
B, children seek help in exploration activities, or encounter difficulties in exploration activities and want to give up, teachers should help them.
3.* * * Discuss and experience success together.
Children often encounter some difficulties or problems in their exploration activities. Teachers should guide children to discuss and express their opinions. For example, use the following guide: "Which method do you think might solve this problem?"
Question? ","who has different methods? "Wait a minute. At the end of the activity, the author often guides the children to evaluate, let them talk about the "happy things" that happened in the inquiry and the "new secrets" that they discovered, and tell them.
It is positive that children have new ideas and new ways of playing in their exploration activities. At the same time, help children improve their happy inquiry experience and prepare emotionally for the next round of inquiry.
(3) Observing independent exploration activities
Observing children's activities is to understand children's behavior, their development characteristics, abilities and needs, and their individual differences, so as to make the determination of educational goals more targeted, concrete and objective. At the same time, the teacher passed
Observation of children's behavior can be used as a means of self-testing the effect of education, and provide objective basis for formulating and adjusting educational plans, exerting influence and guidance in a targeted manner. The nest observation strategy is as follows:
(1) Observe in the natural state. When observing children's exploration activities, teachers should ensure that they do not interfere with the activities, so that the exploration activities can be carried out according to the children's pre-designed and predetermined goals. The position chosen by the teacher when observing should be neither too far away from the child nor too close.
(2) Analysis and observation method is an observation method to observe and record children's behavior in the whole activity in detail. This method helps us to master the psychological characteristics of children's behavior and their ability to explore in activities.
Force, such as whether there is inquiry behavior, how to use materials, whether there is continuous creative performance in activities, etc. This observation method is used at the beginning and end of the semester and at the beginning and end of each month. At each activity time, the author generally observes 5-
Six children were observed several times. In this way, we can not only grasp the overall level of the children in the class, but also understand the specific characteristics of each child.
Seven. Results and discussion
1、
It is feasible to promote children's happy independent inquiry through regional activities, which is in line with children's age characteristics and the law of children's cognitive development. At the same time, make good use of the freedom and autonomy of regional activities.
Personalized characteristics, through the interaction between environment and children, have laid a good foundation for children's development and research, and achieved initial results, so we can continue to adhere to practical research.
2. In the process of children's independent inquiry, teachers should respect and trust a child's ability, participate in children's activities in a dual capacity, and constantly adjust and change the relationship with children, thus effectively affecting their inquiry behavior. In addition, the author also believes that teachers should not interfere too much except necessary guidance, but should be observers, spiritual supporters and promoters of the whole children's regional inquiry activities.
3. Pleasant inquiry experience is the motivation for children to carry out and continue to explore in regional activities, and teachers should consciously help children to get this kind of happy experience in activities.
4. It is an attempt to advocate children's self-exploration of happiness in regional activities. Let children in the passion of "seeing", "doing" and "learning", according to their own wishes, one
Shy children can choose quiet areas, and cheerful children can choose lively areas that need cooperation from many people. It allows each child to learn while doing his favorite activities.
Try to explore, teachers can also have enough time to observe each child, give targeted guidance to children in activities, so that children can feel more teachers' attention, meet more emotional needs and experience life.
Touching brings more happiness, thus becoming a new driving force for exploration and exerting greater potential!