First, the understanding of curriculum life and games.
In a half-day activity about the post office, the teacher took more than 30 children in the class to visit the nearby post office. There are many cartons piled up in the lobby where the post office is not spacious, and the car carrying the parcel is parked outside the door. There are customers delivering packages and mails in the lobby, and the post office staff are weighing all kinds of mails with electronic scales. The teacher only took the children to look at the post office sign above the hall and a mailbox in the hall, then turned around the post office and ended the visit in a hurry. Back in kindergarten, the teacher and the children started a discussion. The teacher asked, "What did you see at the post office?" After several children simply responded, the teacher showed the post office logo map prepared in advance and the small mailbox made of cardboard boxes, saying, "Let's come out and open a post office." So, the teacher posted the "mailbox" on a shelf in the activity room. Then, the teacher asked each child to put an envelope and a stamp brought from home on the table, and asked the children to put a picture drawn in advance in the envelope. Then the teacher provided each child with a note with the address of the kindergarten printed on it, and asked the children to stick it on the envelope, and then put a stamp on it. When walking at noon, the teacher took the children to the post office and dropped the letter into the mailbox.
Through the conversation with the class teacher, I learned that in order to reflect the educational concept of life and game in kindergarten curriculum, teachers have spent a lot of effort to organize this activity. ① Make full use of resources around the community, such as post office and parents' participation; ② "Post Office" game was produced during the visit; (3) Give every child a chance to do it; ④ Contact with teaching, life and games. However, if we seriously reflect on the whole education process, we can find many problems: what other resources can we use when visiting the post office? Can the content of the interview be further discussed? What else can children do when playing post office games, such as what preparatory activities can they participate in? How to expand the game content? Is there a better way to organize children to experience the process of sending letters? Let every child send a similar letter. Have you considered making full use of social resources? Has the workload of post office staff increased for no reason? How to make full use of the surrounding resources to organize such activities?
Perhaps we can't simply understand the integration of life, games and teaching, and the concept of kindergarten curriculum life and games advocated by the syllabus does not require teachers to simply link life, games and teaching. How should teachers find, choose and use the curriculum content in their daily life, and make full use of games to implement kindergarten curriculum? I think we should change our ideas first. (1) About life. Children's life is rich and colorful, including kindergarten, family and community life. We can find valuable themes from children's lives and selectively penetrate into kindergarten curriculum. Because life itself is comprehensive, the more we make full use of living resources, the more we can reflect the characteristics of organic integration of kindergarten curriculum. ② About the game. We should fully respect children's experience and ability, and let games become children's own games and become a valuable life activity and learning activity in the process of children's growth. ③ About synthesis. Synthesis is to organically link the contents of different disciplines, so that they are no longer in a state of separation and fragmentation, thus forming a whole with educational influence. There is either connection or synthesis, and synthesis needs to form an organic whole.
Second, the practical exploration of life and game of kindergarten curriculum
With the development of kindergarten curriculum reform, teaching activities are no longer limited to collective teaching activities, and group activities, individual activities and regional activities are all effective forms of activity organization. The relaxed learning environment provides more opportunities for children to learn independently and explore actively, making it possible for children to participate in the learning process in their own way and according to their own learning process. Based on this, we boldly imagine that life, games and teaching will be integrated, teaching will be extended from life and games, and games will be generated from life and teaching, so that life experience and teaching content can provide more knowledge and experience for the development of games and show real life and teaching content through games. With this idea in mind, we started practical exploration.
(A re-understanding of the relationship between regional activities and game activities
I don't know when it started, but we have formed an understanding that regional activities are divided into five areas for young JL groups or individuals to learn, while game activities refer to role games or creative game activities. Therefore, many kindergartens have regional activities and game activities in their daily routine, but we will find that this division is problematic after a little thinking, because regional activities are divided from the activity space, and game activities are named according to the nature of activities. Research shows that the characteristics of children's physical and mental development and learning determine that early childhood education must be holistic. The Outline also clearly points out that the organization of kindergarten education activities should pay attention to comprehensiveness, interest and activity. Therefore, we attach importance to the characteristics of children's physical and mental development, focus on children's activities, put in corresponding activity materials, and divide them appropriately, such as doll house, production area, sports area, exploration area, performance area and construction area. In addition, in order to facilitate children's access to materials at any time and creatively use materials comprehensively, we have also set up material areas such as wood area, paper cloth area, plastic area, metal area, porcelain stone area and tool area in the activity room and corridor, so that children can contact materials without geographical restrictions and have free choice space.
Practice shows that children never consider what kind of activities they are engaged in, but always immerse themselves in a complete activity process. For example, in an activity to make the children in the middle class feel that they have grown up, we provided newspapers and watercolor pens, suggesting that the children lie on the newspaper and let their peers draw his body outline. When a child sees the outline of his body,