Yongchun County taocheng town No.2 Central Kindergarten Zheng Lili

The "Guidelines for Kindergarten Education (Trial)" clearly points out that "develop basic movements in a way that children are interested in, and improve the coordination and flexibility of movements." The activity in the operation area is the fundamental guarantee to carry out this spirit. We find that there are some problems in the activities of the rural kindergarten homework area, such as "the environment creation is not prominent, the content setting is not distinctive, the materials are not rich, the teacher's guidance is not focused, the children's activities are not interested, and the works are not handled properly". Through practice, we have explored "encouraging children to participate actively and create a beautiful regional environment;" "Excavate and utilize rural resources and provide suitable materials for activities; Actively study and practice and strengthen effective teacher guidance; Display works, and cultivate good consciousness and habits by using materials; Five strategies, such as the trinity of home community and the formation of regional education synergy, promote the effective development of activities in rural kindergarten work areas.

Keywords: kindergarten, operating area, effective development

First, encourage children to participate actively and create a beautiful regional environment.

Through the investigation and statistics of "wall design, activity type and number of participants" in each year, it is found that the utilization and design of the wall in the work area are very limited, and most classes just post a picture showing their hands-on ability and the words of the area name as decoration, without highlighting the theme and strong artistic sense. There are few types of activities in the work area set up at all ages, generally 2-4; No more than 4 participants; There are few exhibition areas for small and medium-sized classes, while there are only plane exhibition areas for large classes; Only one cabinet is used to divide the space, so there is less decoration and beautification, and the construction of the operating area environment has not really been paid attention to. To solve the problem of "poor environmental construction" in the working area, we should start from four aspects. First of all, we should give the homework area a nice name, such as "Skillful Hand Workshop, Craftsman's Workshop, Beibei Workshop", which will directly arouse children's interest in entering the area. The second is to add cartoons, interesting pictures and shapes for children's small muscle movement training to beautify the operating area environment; The third is to formulate graphic rules for taking children into the area, stick them on the wall, and design the display board to be replaceable; Fourth, children's works are constantly enriched to the creation of the environment. For example, children string regular beads to make beautiful curtains, sew patterns and clip shapes as wall decorations, and children decorate themselves and become the masters of the environment in the operating room. Then they are more willing to enter the area and like the activities in the operating room.

Second, tap and utilize rural resources and provide suitable activity materials.

We investigate whether the activity content is combined with the venue, theme, festivals and parent-child activities in the homework area, and whether it changes at any time, supplements in time and adjusts flexibly according to the children's cognitive characteristics and interests. The survey shows that the activities in the operation area can basically combine fields and themes, but there are few projects that combine festivals and parent-child activities, and the content with local characteristics is rare; Some teachers can change or supplement some contents according to children's cognitive characteristics and interests, but they are still very boring. We also investigate whether the materials provided in the operation area are sufficient, suitable and rich. It is found that most classes can provide materials suitable for activities, but the quantity is insufficient and the types are not rich enough. For example, the "doll beauty salon" provides dolls and combs with long hair, but there are no rubber bands and hairpins, so children entering this area can only repeat the action of combing the dolls' hair all the time, which is monotonous; Some materials have remained unchanged for more than two weeks; Long time, little change and poor challenging materials are the important reasons for the poor persistence of children's interest in homework activities. The "Guidelines for Kindergarten Education (Trial)" points out that "provide rich and operable materials to provide conditions for every child to explore in various senses and ways." Appropriate activity materials are the basis for developing children's abilities. In view of the problem of "few characteristics of content setting and insufficient supply of materials" in the operation area, changes are made from three aspects: First, make full use of natural objects. Rural kindergartens are short of funds and do not have enough funds to buy teaching materials. Teachers, children and parents need to collect suitable materials to carry out activities in the homework area, such as collecting beans and chopsticks for children to practice holding, and collecting vegetables and fruits for children to practice cutting, planing, rubbing and cutting. The second is to be good at finding alternatives. "grinding" in large classes, collecting raw stones or tiles with children, instead of grinding stones; When "clamping fruit", use stones of different sizes instead of plastic fruit and bamboo branches instead of chopsticks; Third, self-made multifunctional regional materials. Use instant noodle bowls and bottles to make "bottle cap mines" and practice rotating, pressing and pressing actions; Make a multifunctional "doll beauty salon" with potato chip cans, rags and wool. And train children to comb their hair, clip hairpins, tie braids, button buttons, zip up, and spoon beans to feed dolls. Try to tap the educational resources of rural natural objects and waste materials, so that children can actively operate in rich and changeable materials, acquire skills and experience success.

Third, actively study and practice, and strengthen effective teacher guidance.

In the aspect of "teacher's role", I mainly observed and interviewed "the teacher's role in the homework area, the role of intervention, whether to give children positive encouragement and help in time, and ask children to introduce their activities and complete their works". The survey found that rural preschool teachers can't attend classes in two places, and the number of children is large, and the teachers' own experience is insufficient, which leads to insufficient guidance in the operation area. Teachers are more involved in the activities in the homework area as passers-by, simply praising children, ostensibly affirming and encouraging them, and paying insufficient attention to their successful experiences; Teachers don't have enough time to guide children to do incorrect things, let alone inspire children to carry out activities creatively. On the index of "children's activities", it is examined whether children can freely choose tools and materials to complete activities within the specified time. Most children can freely choose tools and materials to carry out activities in the homework area, showing great interest in novel and diverse materials, but with the passage of time, children gradually lose interest, and few children can really finish the activities from beginning to end. Many children just operate silently by themselves and lack communication with their peers; Many children think that the operation area is "just a few things, tired of playing", which is not as fun and challenging as other areas and can't afford to enter the area. In view of the problems such as "unclear role of teachers, lack of emphasis in guidance and lack of interest in children's activities", we believe that rural preschool teachers must do the following three things well. First, change ideas and be willing to learn. Regional activities should be regarded as a "regular army" to achieve the goal of kindergarten education, rather than a "guerrilla" supplemented and extended by collective teaching. Regional activities and concentrated education activities complement each other, blend with each other and interact effectively, which requires teachers to constantly learn relevant theories and knowledge, strengthen the guidance on the research of early childhood education strategies, and strive to improve their own quality and ability. The second is to explore practice and be willing to go deep. Go deep into children, observe and find problems, help guide children to complete tasks, guide children to explore and create, and experience the happiness of success together; The third is to write actively and be diligent in summing up. Record the back and forth, dribs and drabs and wonderful moments of the activities in the operation area, organically combine theoretical knowledge with practice, often sort out and summarize, and constantly verify and improve in repeated practice to form characteristics.

Fourth, display works, use waste materials and cultivate good habits.

We observed and interviewed the situation of "whether to set up a work exhibition area, teachers to store works and dispose of waste materials" in the operation area. It is found that although the class has set up a work exhibition platform, the exhibition area is not large enough, all the works are placed on the exhibition platform, and the exhibition space of each work is insufficient, and the exhibition method is also lacking in aesthetics. The rest of the activity is almost all directly discarded materials, asking, "Why do you want to throw it away? What else can it be used for? " At that time, the answers were "throw it away after use" and "I never thought about what to do", and extravagance and waste occurred from time to time. Adjust the problem of "improper handling of works": first, add a column of "adjustment and guidance suggestions" to the "questionnaire on the presentation and handling of works in the work area" For example, I wrote, "The work exhibition area should be set up in the class homework area, and the activities of children should be preserved and displayed as much as possible to guide children to appreciate and evaluate each other; The way of displaying works should be flexible, such as laying flat, hanging and erecting; Can display finished products and semi-finished products; In addition to displaying good works, you can also display defective works, so that children can find gaps through observation and comparison, help each other, give feedback to teachers in time, and check and supervise the implementation of adjustments in the next homework activities. Second, at the end of the activity, remind and encourage children to organize their own materials and put them in the corresponding position; Third, according to the nature of different materials, flexibly handle the materials after the activity, some of which are discarded in time, some of which are recycled, migrated or reused, such as peeled eggshells and shredded paper scraps, and sent to the art area for pasting; Knead shredded radish and take it to the kitchen to make food. Teachers guide children to reuse materials in time, give full play to the value of materials, and cultivate good habits of saving and environmental awareness.

Five, the trinity of home community, forming a regional education synergy.

The relationship between regional activities and families and communities is bidirectional, interactive and mutually beneficial. Especially, when designing the activities in the work area and collecting the materials put into the work area, the kindergarten should interact with the trinity of family and community to form a joint educational force and effectively promote the effective development of the activities in the work area. For example, in the "mustard tuber workshop" in the science district, Guo Xiong and his mother brought a lot of mustard tuber to the kindergarten. She cooks "dried vegetables, pickles and sauerkraut" with everyone, and constantly instructs children how to cut vegetables, wash vegetables, cut vegetables, tear vegetables and dry vegetables. At this time, parents are not only the providers of information, but also the participants of activities, even the directors of the operation area. Strengthening the contact with the community, such as taking children to visit "Xianxiang Vegetable Washing Factory", "Paint Basket Factory" and "Embroidery Factory", can make more effective use of the educational resources contained in the community, feel the beauty of mustard products, paint baskets and embroidery, accumulate relevant previous experience, experience more successful joy in the challenge activities in the follow-up operation area, and get effective action.