1, close to children's life, making progress in imitation and exploration.
We all know that children love to imitate, and children in small classes love to imitate more. Imitation is the main learning style of children in this period. They master other people's experience through imitation and acquire good behavior habits. For example, I like to imitate the way my mother cooks on the phone, and I also like to imitate my companion. They like to play the same role as their peers in the game, so many mothers often cook in the game, which makes them feel very satisfied and not unreasonable. So, our class built two doll houses, one big and one small. This big dollhouse can accommodate a big family. We provided two sets of kitchen utensils and cooked a lot of fruits, vegetables and food (noodles, jiaozi, etc. ), and provided dad's glasses, hats, ties, mom's apron, hats, etc. Let children choose their own materials and roles, but they usually find that children imitate their mothers. In addition, according to the theme of fruity autumn leaves, children and parents are invited to collect all kinds of fallen leaves and put them in the art area, and sponges and pigments are provided to make leaf prints with children. The children made finished products from leaves collected by themselves, and they felt a sense of accomplishment by showing them.
2. Materials with exaggerated images and bright colors are more attractive to children.
Small class children's cognitive ability is basically improved in the process of action, which is easily influenced by the external environment and their own emotions, and is mainly unintentional activities. Their attention is unstable and they are easily disturbed by external things. Observing things has poor purpose and lacks order and details. Only those vivid, concrete and vivid things can fully attract children's attention. So we basically choose large, colorful and easy-to-operate regional materials. For example, the puzzles we put in the puzzle area are basically exaggerated animal images, and children can love them at once when they see so many cute animal shapes. When they enter the corner, we put in two puzzles, gradually three, four, six and so on. The children started with simple puzzles and successfully provided three or four pieces. The process of children completing one by one is a challenging process, and the joy of success lies in children. At the same time, our children's education area provides feeding for small animals, that is, putting cute animal shapes on tissue boxes and making their mouths into geometric figures or other shapes, so that children can choose the food they eat according to the shape of animal mouths, which not only cultivates children's interest, but also enables them to learn to judge the characteristics of things invisibly.
3. The materials are placed in layers to facilitate the operation of children with different developmental abilities.
Children's development ability is different, some are weak, and some are quite strong. The biggest feature of corner activities is that they can provide children with different abilities and interests with an activity environment suitable for their development. Therefore, according to the physical and mental characteristics of children of different ages, we should put different levels of activity materials in corner activities to achieve a targeted goal. According to the age characteristics of small class children, materials suitable for them, such as science area, can provide children with the matching of large and small bottle caps and bottles (size matching); It can be the matching of several plates and shapes (shape matching); It can also be the matching (quantity matching) between the circular card and the number within 5. For example, in the art area, we can provide children with all kinds of paper for them to tear and paste, from random tearing to regular tearing, and we can also paste masks without facial features, and provide corresponding small pictures of facial features for children to put. Children with strong ability can add facial features with colored pencils, which can fully meet the needs of children with different development levels and make every child interested in participating.
Second, the role of teachers in regional activities
This area is a place where children learn, explore and constantly improve themselves. With a relatively relaxed activity atmosphere and flexible activities, it can fully meet the development requirements of children and is deeply loved by them. However, in the process of children participating in regional activities, various situations will inevitably occur. At this time, teachers need to intervene in time and take reasonable guidance to ensure the activities continue, but at the same time, the leading role of teachers becomes hidden, and the goal is hidden in the environment and materials; Children's subjectivity becomes obvious, and they accumulate knowledge, skills and life experience through interaction and perception with the environment and materials. Small class children are young, how should teachers guide them to better arouse children's interest in activities?
Case 1: intelligence region
The children are fishing in the puzzle area. I put a fish on every disposable cups. A * * *, there are three kinds of fish in it, and I also divided the fish into three colors: red, yellow and blue. I fixed a magnet on the bottom of the cup with transparent glue, so that children can catch fish naturally with a fishing rod with a magnet. The children had a good time, but I found that the children didn't notice the kinds of fish at all, just simply experienced the fun of the game and the sense of accomplishment after catching the fish. So I began to slowly guide the children from their gameplay and fish with them. One, two, three, and then, just like discovering a new continent, I asked you strangely if you found this fish different. The child really raised his glass and observed it properly. Teacher, this fish is red and that fish is yellow! A child first discovered that the characteristics of slow fish were all found by the child himself. Let's have a competition. Let's catch red fish first, shall we? So, the children fished purposefully according to my requirements, and recorded them in circles according to the types and colors of the fish. When all this was done, the children were very happy and showed their achievements to their partners.
Case 2: Art District
According to the theme of autumn leaves and fruit fragrance, we placed many kinds of leaves in the art area and provided sponges, cotton swabs, paper and so on. For children to print their own leaves (mentioned above) and feel the beauty brought by printing special effects. Lele came to the art district. She chose maple leaves and began to print with a sponge dipped in paint. She chose red, and the printed leaves look good. Lele smiled, put her aside and began to print leaves of the same color and shape on another piece of paper. After printing, she looked at her work, continued to hang it aside, and repeated the initial action. I saw it. Lele, what are you printing? How beautiful! Lele smiled shyly and made no answer. I continue to enjoy myself. Are you a little goldfish? Look, what a small goldfish tail! Lele nodded happily. Lele, the little goldfish is so lonely in the water. Can you find some friends for her? So Lele quickly printed another one on the side, saying that I would find her a friend so that she wouldn't be lonely. I dipped my finger in the paint at the bottom of the paper and ordered it several times, saying it was delicious for them to eat.
The above two cases tell us that children in small classes can only repeat simple operation activities without the adjustment and guidance of teachers, but they are only more interested in operation behavior. But also, through the teacher's enlightening questions, the child's thinking has been further expanded and the operation content has become richer.
In short, in order to improve children's interest in participating in regional activities, we should not only provide children with suitable operating materials, but also add teachers' implicit participation in two combination, so that children can learn and entertain in the interaction with the regional environment and make the region truly a paradise for children!