First of all, teachers should provide selective, purposeful and interesting activity area materials.
After creating a reasonable activity area and taking into account the age characteristics of the children in this class, teachers should understand the objectives of the activity, choose materials to put in the activity area, and put in operational materials that can promote the development of children. Every child has different family background, cognitive level, experience and ability. The biggest feature of corner activity is that it can provide suitable activity environment for children with different abilities and interests. Therefore, according to the physical and mental characteristics of children of different ages, we should put different levels of activity materials in the activity area, so as to be truly targeted. When placing materials, we should pay attention to providing materials with different difficulties, and give full play to the advantages of active materials according to the requirements of from easy to deep and from easy to difficult. According to children's different abilities, provide activity materials with different operation difficulties, which is convenient for teachers to give targeted guidance and help to children with different abilities, better teach students in accordance with their aptitude, and promote children to improve at the original level to varying degrees.
For example, in the "Science Corner", teachers can provide children with some toys or concrete things with scientific knowledge images. The most important thing is to provide children with interesting materials that can stimulate their desire to explore, such as prisms, wooden bottles, hourglasses, scales, wonderful turntables and so on. In the "math area", teachers can put in more varied geometries, such as mineral water bottle caps, broad beans, colored pebbles, sorbet sticks, beads and so on. You can also give children some Montessori mathematical operation tools, beads within 100, which can make children on and off, feel the relationship between the total number and the number of points in the operation, and cooperate with the operation of digital cards to let children further understand the true meaning of numbers within 100 in the process of hands-on practice, and at the same time consolidate the color. Children can play whatever they like, never tire of playing, and enhance their interest in learning and exploration.
Second, talk about the teacher's task in the process of district corner activities. When children start activities, the teacher's task should be adjusted, observe the children's game needs, understand the children's game level, and give guidance to children at an appropriate time. What teachers should observe and what guidance strategies they can adopt are problems that teachers should consider before activities. The observation contents are as follows: 1. Whether the activity environment can stimulate children's interest, whether the materials are suitable for children of different development levels, whether the materials are sufficient, and so on. Second, pay attention to observing children's learning and exploration, such as what their current interest needs are, analyzing why children do this, understanding what difficulties children have in the process of activities, and grasping each child's cognitive level, emotional attitude characteristics and personality differences. Guidance strategies are: 1, mainly indirect guidance. Rely on materials as a guiding medium. For example, if you are skilled in feeding with a spoon in a small class, you can make the animal's mouth smaller, provide a flatter spoon, and use chopsticks to hold soft and flat materials to stimulate new enthusiasm for exploration. Problem-oriented. For example, teachers should often use heuristic and exploratory questions to guide children to continue their activities. "Maybe there will be a secret? Try again ","Why does the balance tilt and then put it down "and so on. Guide children to try to explore further. 2. Timely and appropriate guidance should be given. Timely refers to when to intervene and guide flexibly. Under normal circumstances, teachers should give timely support and help when exploring problems is difficult to deepen, lacking materials or controversial. Moderation means that teachers should leave room for guidance, don't tell children the answer directly, and try to let children learn, explore and discover themselves, so that corner activities can truly become their own activities.
Third, teachers should evaluate children objectively and loosely in activities.
There are many kinds of evaluation activities organized by teachers, and the timing of evaluation is different. Teachers can guide children to participate in the evaluation, which can give full play to the leading position of children in district corner activities and give full play to the interaction between children. In small classes, the evaluation form of activities is mainly teacher-student interaction. With the growth of age, evaluation activities can gradually increase children's participation opportunities and enhance the activities in children's evaluation.
On the basis of observation, it is particularly important for teachers to record and reflect in time. Whether the environmental creation is appropriate; Whether the layout is reasonable; Whether to adjust the provision of materials; Whether the intervention in the game is timely or not. In addition, where is the child's interest, what kind of experience the child needs to accumulate in the game, what problems the child has in the game, what kind of help he needs, and so on. With the records of analysis, reflection and adjustment, we can reflect the value of observation and guidance, help teachers discover the value of district corner activities and promote the further development of children in such activities.
In short, kindergarten corner activities should be carried out reasonably and effectively according to local characteristics, children's different age characteristics and different development needs, combined with educational objectives. Teachers should have strong love and responsibility, master certain theoretical knowledge, and be good at summing up experiences and shortcomings in practice, so as to carry out kindergarten corner activities vividly and effectively.