First, the kindergarten regional activities in the differences in teaching problems
(a) The independent value of regional activities has not been taken seriously.
Regional activity is an educational concept that has been developing continuously in recent years, which is in sharp contrast with the long-standing collective teaching mode in China. With the continuous collision and integration of the two in teaching activities, the teaching concept of "collective teaching is the main part, supplemented by regional activities" has been formed in kindergarten teaching. However, in teaching practice, teachers often ignore the independence of regional activities and rely more on collective teaching, and some regional activities gradually form a rigid model. Even some kindergartens only arrange regional activities before school, that is, let children wait for school while playing, without realizing the value of regional activities, so they can't play the role of regional activities in kindergarten teaching activities.
(B) There are misunderstandings about differential teaching.
Many teachers simply classify differentiated teaching and personalized teaching as the same concept. However, according to the concept of modern teaching, teaching students in accordance with their aptitude is the basis of differentiated teaching, but it is not exactly the same. The content and connotation of differentiated teaching are broader and deeper, and the educational connotation and value are richer.
(C) regional environmental planning is unreasonable
The main form of kindergarten regional activities is to plan the kindergarten environment reasonably, create an opportunity for children to interact with all kinds of material equipment, and let children get direct and emotional experience. However, in actual teaching, teachers have some problems in the regional environmental planning of regional activities. First of all, the regional settings of some kindergartens are relatively fixed, which cannot show the hierarchical changes of children's growth; Secondly, limited by funds and other resources, the materials and equipment in the activity area are relatively simple, which can not stimulate children's interest and curiosity; Finally, there is a lack of organic connection between various fields of activity.
Second, different teaching strategies in kindergarten regional activities
(1) Respect children's differences and build a harmonious relationship between teachers and students.
According to the contents of the Guide, to carry out preschool education and realize children's social development goals, it is necessary to cultivate children's sense of self-esteem and self-confidence and actively express themselves. When carrying out regional activities in kindergartens, children will have different views and ideas in the process of activities because of the differences between them. In view of this situation, teachers should give full respect and let children freely and independently gain experience and development in game activities. Teachers should not disrespect children's individual independence because of their low cognitive level. Teachers should change their teaching concepts, respect children's dominant position, and provide children with free choices and activities in regional activities. Don't over-constrain children's interests and personality, and try to create a relaxed and free environment for regional activities, so that children can gain experience and learn knowledge directly from regional activities.
(B) Design teaching objectives should be diversified and differentiated
As one of the main teaching methods in kindergartens, regional activities should set reasonable teaching objectives, and set diversified and differentiated teaching objectives according to children's personality and differences, instead of limiting the teaching objectives to a fixed one, they should be set flexibly. Set different teaching objectives according to children's different ages and cognitive levels and their development needs at different stages. For example, in the kindergarten middle class, the theme activities centered on "paper" are carried out. Children have gradually adapted to kindergarten life in the middle class stage, and their cognitive level has improved to a certain extent, and they have begun to have the needs of exploration and practical operation. According to this feature, teachers can set up different teaching activities. In the language activity area, children can be shown "all kinds of paper" panels or display U, so that children can describe the purpose and function of paper according to the pictures provided; In the art area, children can be provided with waste paper with different materials, so that they can use their imagination to make handicrafts, and they can also be guided to draw beautiful pictures on paper and cultivate their aesthetics. In the science area, teachers can provide children with different characteristics of paper and other materials to participate in experiments, and guide children to carry out experiments such as paper water absorption and paper oil absorption, so that children can understand the importance of paper through actual participation in the operation. Children can carry out various regional activities under this theme and make their own choices according to their interests and advantages. They can not only feel the fun of participating in game activities, but also strengthen the cultivation of comprehensive abilities such as language ability and hands-on operation ability.
(3) Choose appropriate teaching methods to effectively improve the quality of regional activities.
Regional activities in kindergartens are a form of teaching, so it is necessary to choose appropriate teaching methods to carry out teaching activities. When choosing teaching methods, we should pay attention to individualized teaching as its main teaching method, which can respect the differences between children and organically combine the contents involved in teaching. At the same time, group teaching can be used as a supplement to combine the advantages of individual teaching and group teaching to promote the all-round development of children. In addition, it is necessary to cultivate children to develop a good habit of sharing, so that children can learn from each other, help each other and make progress and growth together.
Third, the conclusion
Carrying out differentiated teaching in regional activities of kindergartens is not only the need of children's growth and development, but also the inevitable result of social development diversification. Regional activities in kindergartens are the main teaching methods in kindergartens, which can be differentiated according to children's personality differences. There are still some problems in the actual kindergarten teaching practice. Teachers should actively explore and find ways and methods to further promote the development of differentiated teaching in kindergartens.