Keywords: organization form of activity education in district corner, materials for setting up activity area, and putting them in.
With the deepening of kindergarten education reform and the deepening understanding of the importance of children's autonomous learning, the mode of collective teaching is no longer unified in the form of kindergarten education activities, and district corner activities, as an important organizational form of kindergarten personalized education, are receiving more and more attention and application. However, there are still various problems in carrying out district corner activities in kindergartens, and teachers still have many puzzles and problems, especially in: how to set up district corners? What regional angles are set? How to put the materials? And so on. The following are some of our understandings, ideas and practices based on the experience of the park:
First, the basic connotation of regional corner activities
(A) the concept of regional activities
District corner activity is an educational organization form in which teachers use the characteristics of games to create situations, so that children can choose, operate and learn independently in the form of individuals or groups, so as to use, accumulate, correct and express their own experiences and feelings in the interaction with the environment, and obtain physical, emotional, cognitive and social development while gaining game-like experience.
As far as children are concerned, this is an open and low-structure activity. Children can be guided by their own interests, needs and will. The content, time, rhythm, order, partners and rules of activities can be decided by children themselves or discussed and coordinated with their peers. Activities are realized and generated in the process of playing with and operating, exploring and discovering, communicating and asking questions.
For teachers, it is an activity organized by teachers based on their understanding of children's interests and needs, which embodies certain educational value. Teachers will infiltrate their leading role through environmental creation, material transmission, suggestions on the content and form of activities and the influence of partners. It requires teachers to "follow the children" all the time. By observing the children's activity process, understanding the activity results and adjusting the activity plan, the content and materials of the corner activities can be better positioned in the children's "nearest development area", and then the children's independent learning and experience improvement can be promoted more effectively.
(B) the significance and value of developing regional corner activities
1, the significance and value of district corner activities for kindergarten curriculum
First, expand the organizational form of the course
For many years, kindergarten curriculum has been mainly implemented through collective education activities, so collective teaching activities have become the main carrier or the only carrier of the curriculum. The disadvantage of collective education activities is that it can not effectively promote the all-round development of every child at different levels of development, so district corner activities are an expansion of the original curriculum organization form. As a form of educational activities focusing on children's personalized learning, it can provide more personalized and targeted educational programs for each child. It can be guaranteed that children can really develop and improve under the premise that teachers provide rich materials to meet their learning interests, needs and individual guidance.
B, balance the content system of the course
Kindergarten curriculum in China is mainly concentrated in five fields: health, language, art, science and society, which is bound to be limited. Compared with collective education activities, district corner activities have the characteristics of open environment, rich materials, wide content and free form, and pay more attention to the process of children's experience construction and the selectivity of children's independent learning. Therefore, no matter in content or organization, we can undertake many activities with each other, especially in some content systems that need children to operate, explore and discover themselves, which can undoubtedly play a role in making up and balancing.
2. The significance and value of regional corner activities for children and teachers.
A, subject participation is conducive to promoting children's autonomous learning.
Regional corner activities are the best way to maximize the development of children's autonomy and initiative. In corner activities, children can carry out independent activities according to their own interests and abilities, and the learning environment is relaxed and free. In the semi-closed barrier, children can freely choose, fiddle, operate and explore, and accumulate and construct their own experiences and feelings through practice. In addition, corner activities also have unique temporal and spatial characteristics, which also helps to promote children's autonomous learning.
B, positive reflection is conducive to promoting teachers' professional growth.
As regional corner activities are educational activities of individuals or groups, teachers face every child in regional corner activities. In the process of corner activities, teachers can start from children's development needs and interests, strive to improve their educational behavior and ability, change from a teacher who studies children to a guide who studies children, and fully explore their learning potential. Corner activities provide a way for teachers to promote independent thinking and improve their professional ability through positive reflection and positive interaction between teachers and children in a limited time and space environment.
3. The significance and value of district corner activities to eliminate the tendency of primary school.
There is a widespread phenomenon that collective teaching is valued over games in kindergartens. It is believed that only in collective teaching can we learn more knowledge and skills, and only in collective education activities can we reflect the characteristics of kindergartens. Most parents also believe that only in collective teaching activities can we learn something. Practice has proved that children prefer corner activities and their abilities can be effectively developed. Therefore, we should actively change the concept of ourselves and our parents. Understand that corner activities can give children a broader and more free space for activities. It pays attention to the process of children's activities and respects their individual differences. They experienced success and happiness in the corner activities, and their self-confidence was constantly enhanced, and they got all-round development.
Secondly, there are problems and puzzles in the setting of class activity areas and the transmission of materials.
Through the questionnaire survey of teachers and the inspection and observation of daily work, we found that front-line teachers have the following problems and puzzles in the setting of class activity areas and the transmission of materials:
1, I don't know how to use the limited space to set the area angle (how to use the space effectively to set the area angle? );
2. How to avoid mutual interference in regional selection;
3. What should I do if the corner materials can't attract children?
4. How to reflect the hierarchy of material distribution?
5. When will the materials be changed? How to replace?
6. Is the placement of corner materials real or simulated? (For example, is it true or false to let children cook food? )
In view of the teachers' confusion and problems, let me talk about the thinking and practice of our park:
Third, how to set up the activity area?
(1) Public activity area of kindergarten:
Judging from the nature of regional activities, we divide them into three categories:
One is learning corner activity. This corner activity mainly helps children to know and understand the surrounding environment and accumulate life experience and cognitive experience, such as living area, computing area, language area, science area and art area.
The second is the game corner activity. This kind of corner activity is mainly to let children have good emotional experience and social life experience accumulation. Such as structure area, role-playing area, performance area, etc.
The third category is the regional corner activities in which learning and games are integrated. This kind of activity area often has the dual functions of playing and learning.
(2) Setting of activity area:
1, the number of area angles.
The newly issued "Chengdu Kindergarten Grading Method" stipulates that there should be more than five different types of amusement areas. Under the guidance of the spirit of the Measures, the number of district corners in each class in our park mainly depends on the activity space, the number of children and the age characteristics of the children in the class, generally 5-7 district corners.
2, the corner layout is reasonable, dynamic and static settings are appropriate.
When setting the garden angle, we should make a reasonable layout according to the nature and characteristics of each district. For example, we choose places facing the sun and close to water sources for science areas and natural areas; The book area and the art area belong to quiet areas, and we set them in quiet places with moderate light; The construction area, role play area and performance area have a large amount of activities, which are easy to produce noise, so choose a looser activity space. The boundaries between districts and corners should be obvious, so as to minimize the interference between districts in activities and avoid unnecessary disputes. Traffic routes in and out of every corner should be smooth to avoid collision and jostling. For example, we will not set up a corner in the middle of the classroom or at the door of the classroom.
3. The environment in the corner.
Neat and orderly: create a clean and orderly environment for children, children will feel very comfortable, and they will consciously regulate their behavior and help the class establish good routines. Therefore, the corners of all classes in our park strive to be clean and tidy. ※.
Three-dimensional transparency: the grasp of three-dimensional sense enables us to fully tap the role of the environment. For example, in the decoration of the activity area, there are homemade chandeliers hanging from the roof, fences and doors made of cardboard that can be opened and closed, flower strings with planting corners, decorations related to activities on the wall, and different settings on the ground according to different regional angles. ※.
Warm and comfortable: Teachers and children spend most of the day in the activity room, so the activity room should be comfortable, attractive and feel at home. When creating corner environment in our garden, we should try our best to make the environment feel romantic and warm, such as soft bed, lovely cushion, warm cushion, lovely plush animals, charming small floral curtains, romantic pink curtains, etc. ※. , using more elegant and warm colors in tone. Our garden also gives full play to the role of parents. Every household presents a small plant to the class, or puts it on the cupboard in the activity area, or on the flower stand in the natural corner, or in a corner of the room, plus decorations and handicrafts made by the teacher himself, which makes the classroom full of vitality and as warm as home!
4, area Angle content arrangement is reasonable.
The content of regional corner is mainly considered from two aspects: one is multi-regional single content, that is, multiple active areas are set around a content. For example, around the content of mathematics, set up cognitive graphics, digital areas (counting, composition and decomposition of numbers, addition and subtraction operations), classification, sorting, finding laws, puzzles, clocks and watches, etc. Second, there are many areas and contents, and different areas are set according to different contents, such as cognitive area, structural area, performance area, doll house and so on.
5. Make effective use of the public space in the park to create a public game area.
In the process of developing and creating a regional corner game environment, we can make use of all available three-dimensional spaces such as corridors, aisles, aisles and stair corners in the park according to local conditions to set up public game areas. We fully tap the resources in public areas, make use of public halls to create low-carbon life halls for children to create, and make use of wide corridors to create food streets for real work activities and scientific exploration spaces for children to fully explore. Each class also uses the corner of the stairs to set up the class building area, and uses the corridor outside the classroom to set up the performance area and small stage.
Fourth, how to put the corner game material?
1, material safety and artistry
In the production and delivery of regional materials, our park adheres to the principle of safety first. Choose non-toxic, tasteless and harmless raw materials for children, and thoroughly clean and disinfect them before making; The material is smooth and soft without sharp corners. For example, bamboo sticks are replaced with straws, and beverage bottles are thoroughly cleaned. On the basis of ensuring safe use, we also pay attention to the artistry of packaging and production, and choose colored paper, ribbons and soft materials to make the toys as beautiful as possible, so that children can't put them down.
2, the purpose of material delivery
It is a major feature of the activities in the activity area to hide the educational goals in the materials. On the basis of considering the age characteristics of children in this class, teachers in our kindergarten clearly understand and grasp the stage training objectives, and select and put materials in a targeted manner. That is to say, when putting in materials, we should have a clear understanding and grasp according to the current training objectives of the children in this class, and choose to put in operational materials that can promote the development of children accordingly. A material can point to multiple goals, that is, one thing can play more, fully tap the multiple functions of a material, and achieve multiple goals through various ways of playing. At the same time, a goal can also be achieved through the interaction of several materials. For example, the development of small hand muscle ability can be accomplished by buckling, beading, scooping, clamping, pressing and zipper.
3. Inquiry of material delivery.
Inquiry is not only a child's hands-on operation, but more importantly, a child's hands-on operation on the basis of thinking, which is an activity interwoven with children's thinking and hands-on operation. For example, it is not a typical inquiry activity to give the child a clock and set aside the time the teacher said; If you give your child various materials, such as clock face, hour hand, minute hand, numbers, etc. It is an inquiry activity for children to assemble their own clocks and watches. This is because in the first activity, the child is engaged in a simple and mechanical hands-on activity, with little brain thinking and little room for hands-on operation; In the second activity, children not only need to carry out complex hands-on activities, but also need to constantly think about how to assemble various parts, how to fix the connection between parts, how to make various parts move and so on. In the second activity, children have a lot of room for thinking and hands-on operation, so the second activity is inquiry activity. For another example, it is not a typical inquiry activity to give children several model planes and let them find out how many windows and wheels there are according to the teacher's requirements. Giving children all kinds of materials, such as doors, windows and wheels, is an exploration activity. Assemble your own plane on the model plane. Those "semi-finished products" that can leave more operating space and creative space for children can provide children with more search space and more opportunities to use their hands and brains; Compared with "raw materials", "semi-finished products" contain some clues, which can guide children to complete their own works. It adapts to the level of children who lack objective world experience. Therefore, our teachers make great efforts to make "semi-finished products" to reflect the inquiry of regional information.
4. Hierarchical structure of material delivery
Every child's cognitive level, experience and ability are different, and the biggest feature of the activity area is that it can provide an activity environment suitable for children with different abilities and interests. Therefore, according to the physical and mental characteristics of children of different ages, we put different levels of activity materials in the activity area, so as to be targeted. When placing materials, provide materials with different difficulties, and make the materials "fine" according to the requirements of from shallow to deep and from easy to difficult, so as to give full play to the advantages of active materials. According to children's different abilities, we provide activity materials with different operation difficulties for the activity area, 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's improvement at the original level to varying degrees.
5. Dynamic nature of material delivery
The provision of teaching materials can not be fixed, but should be adjusted or increased or decreased regularly and irregularly according to the educational objectives and the development needs of children.
6, the ecological nature of materials:
Our garden has always advocated "education that saves money, education that spends less money", and it is either good to buy or good. Therefore, teachers in our garden try their best to use low-carbon waste in their lives, turning waste into treasure and using one thing for multiple purposes. At the same time, environmental awareness has penetrated into children's hearts since childhood.
7. Emotion and multiple values
Emotion: Interest and emotion are the motivation of children's learning, and materials are meaningful only when children operate and fiddle with them. We strive to integrate the life materials and meaningful information experienced by children into the materials, endow them with vivid, vivid and true emotional meanings, germinate children's happy emotions and construct positive behaviors. For example, in the game material of "Dressing up Mom" in the small class, the teacher provided the children with the mother's head and many materials for dressing up their mothers, such as wigs, wool, various hairpins, headdresses, various clothes, fabrics, scarves, beads wearing necklaces and so on. In this way, children can practice dressing their mother's hair, putting on clothes and wearing necklaces. It not only develops hand-eye coordination, but also cultivates children's feelings of loving their mothers.
Multiple values: respect the needs of children's all-round development and personality development. Street corner materials contain multiple values such as cognition, sports, life, science and society. At the same time, from the perspective of educational efficiency, try to integrate multiple values into a game to fully reflect the significance of district corner activities. For example, a teacher in a large class in our garden put a homemade Tetris in the puzzle area to inspire children to play all kinds of games: