When collecting materials, fully mobilize teachers, parents and children to collect waste materials, semi-finished materials and composite materials. Some seemingly wasteful things, such as various packaging boxes, cartons, disposable paper cups, beverage cans, chopsticks, buttons, wool balls, bottle caps, etc. With a little improvement or recombination, you can make rich and attractive activity materials needed in some activities. Moreover, these things can be seen everywhere in life, saving time and effort, being very convenient and meeting the needs of children. It can also let parents know which waste materials are valuable, and know that one thing can be used more, which can actively help kindergartens accumulate materials; At the same time, it can also cultivate children's good quality of caring for the collective, diligence and thrift, and more importantly, enhance their awareness of home cooperation and close home ties.

(2) Increase the operating space.

Piaget believes that "activity is a bridge connecting subject and object". Children perceive, experience and develop in operation. In order to facilitate children's operation and independent exploration activities, the materials in the activity area must contain problems that need to be explored and solved by children. At the beginning of the activity area, when preparing activity materials for children, we pay too much attention to vivid appearance and color, and often make materials such as "bread" and "car" very exquisite. During the activity, children are afraid of damaging materials and are timid, which affects the enthusiasm of the activity, and the children lose the opportunity to explore. Through practice, try to provide children with semi-finished toys and natural materials. For example, after providing some foam, we found that it was made into pills in hospitals, snacks in shops and soap in dollhouses. The variability of materials fully mobilized the initiative, enthusiasm and creativity of children's activities, and transformed the potential educational value in materials into realistic educational value. For another example, in the "language area", we have prepared many pictures for children to look at and talk about, but children don't like them. Instead, I like to paste them on the background picture, and I like to use the small pictures I cut from old books to reassemble them into comic stories and tell them. Therefore, the materials put in must provide children with their own operating space.

(3) Pay attention to the suitability of materials.

Teachers should provide materials according to the age characteristics, existing life experience, interests and abilities of children in this class. Moreover, with the enrichment of children's activities and the improvement of their activity ability, teachers should keep abreast of the use of materials, such as observing whether the materials provided are still applicable and what new materials need to be provided in order to adjust them in time. For example, in the construction activities, children want to build a railway line, but they lack materials for laying railway tracks. We immediately found old calendar paper for them to use, and the children rolled the calendar paper into many small round sticks, and the railway track was successfully completed.

Third, the organization and guidance process of the activity area.

Children need the guidance and help of teachers in the process of activities, so how should teachers organize and guide them?

1, establish activity area rules.

In order to carry out regional activities smoothly, teachers should gradually help children to establish certain rules, which can not only cultivate their enthusiasm and initiative, but also cultivate their self-discipline and sense of responsibility. For example, in the correct use of materials, we teach children to learn to tidy up their own toy materials and arrange them well through competitions such as "compare who collects them quickly"; In the activity, let the children know how to cooperate modestly with their peers, learn to correctly handle disputes in the activity and so on. With the constraints of these rules, the communication between children becomes more tolerant, harmonious and friendly. What they hear is the words of discussion, and what they see is the gratifying scene of cooperation and mutual assistance. Teachers no longer need to bother to solve contradictions.

2. Conduct comprehensive and in-depth observation.

Observation is the premise of guidance, observation is in front and guidance is behind. Teachers' observation is an art, that is, it should be comprehensive, lasting, in-depth and keenly capture subtle information. In children's activities, teachers should pay attention to children's activities, observe children's behaviors, manners and manners in activities, understand children's activity intentions and ways of thinking, and make a correct diagnosis of children's activity level. On this basis, they should analyze and guide the situation, so as to take appropriate measures to give children appropriate help, or make effective suggestions to help children realize their own ideas and promote their improvement at the original level. They can also adjust the area according to the observation results.

3. Participate in activities on an equal footing.

In district corner activities, teachers are not only required to be good at discovering and mobilizing children's interest in activities, but also to participate in activities with an equal attitude on the basis of understanding and mastering the laws of children's physical and mental development, taking suggestions and evaluations as roles, fully mobilizing children's initiative, enthusiasm and creativity, and encouraging them to use their brains to solve the difficulties encountered in activities. For example, a tanker is made of cans with children, and the wheels are uneven. What's going on here? We didn't reveal the answer to the children immediately, but guided them to observe the cans used as wheels carefully and inspired them to compare the differences between these cans. As a result, they quickly found the reason, changed into cans of the same height, and the tanker finally started.

4. Give play to the leading role of teachers.

Through careful observation and timely participation, teachers have established an equal and friendly relationship with their children in the activities. However, due to the limitation of children's age characteristics, their ability and level in activities can only be improved with the help of teachers. As instructors, teachers should give full play to their leading role and teach children some practical methods when they need help. For example, when we find that corner activities can't fully meet children's needs, we can organize children to discuss: How can we make activities both happy and meaningful? In order to motivate children to come up with solutions to their own problems. In addition, in the process of guidance, we should strengthen the artistry of the guidance language, be concise and clear, and use the tone of consultation more, so as to stimulate children's interest in participating in activities. All-round guidance in knowledge and skills, daily communication, creativity and persistence can effectively and step by step promote children's development.

Four. Post-activity evaluation

The evaluation after the activity is also an indirect guidance to the teacher, which directly affects the enthusiasm of children to participate in the next activity. Therefore, teachers should fully affirm children's creation, treat each child's activities with appreciation, and encourage children to evaluate themselves on their own behaviors and achievements. For example, I often ask my children to tell you what they have done as a role, so that evaluation activities can become a process of mutual inspiration and finding solutions to problems, and also let children have a sense of reality about the activities, have a clear understanding of the responsibilities of the role, satisfy their sense of success and give play to their subjectivity.

In addition, teachers' targeted evaluation is conducive to deepening the content of the activity and putting forward higher requirements for the next activity, thus organically combining the preparation before the activity, the guidance during the activity and the evaluation after the activity, and promoting the self-development of children and the continuous improvement of their activity level.

Through practice, we deeply feel that in order to organize and guide the activities in the activity area, teachers must observe and know more about children's activities, constantly open up activity space, liberate children, encourage them to explore freely, create a free, equal, cooperative and harmonious activity atmosphere, and let children develop actively in the activity area.

refer to

1, Zhejiang Education Publishing House published The Design and Guidance of Kindergarten Corner Activities edited by Yu Lili.

2. Shanghai Sanlian Bookstore published the Manual for Activity Teachers in Activity Areas edited by Shanghai Changning Experimental Kindergarten.

3. Working Rules of Kindergarten

4. Liu Jinhua, East China Normal University Press, is the author of Psychology of Child Development.

5. Beijing Normal University Press, Preschool Education.