Distribution of materials in kindergarten large class area

Piaget pointed out: "Children's wisdom comes from materials." The development of regional activities caters to the needs of children's development, creates a three-dimensional educational environment, makes full use of various educational resources, and effectively uses the forms of collective, group and individual activities, so that children can choose independently, freely enter the activity area together and express themselves boldly and truly.

In this open learning environment, children choose learning content, learning partners and learning process according to their own needs and interests, gradually form a positive learning attitude, accumulate learning experience and methods, and improve their learning ability. Activity materials are a bridge for children to explore and learn. The objectives and contents of the activities are contained in the materials provided, which need teachers to allocate and put materials reasonably in combination with the progress of the theme and the needs of young children.

Children in large classes have a positive attitude towards the world around them, always asking questions, eager to get scientific answers, and can find unfamiliar causal relationships around them.

First of all, according to the age characteristics of children in large classes, we also highlight the autonomy, creativity and inquiry of children's learning in the creation of regional environment. An exploratory way to make regional materials inspire children to ask questions and find answers. For example, we put "Who can a magnet attract" in the puzzle discovery area, so that children can find out for themselves what a magnet can attract and what it can't attract. Explore for yourself why some will be sucked and some will not be sucked. They also asked whether some information that the teacher did not provide would be absorbed. At this time, my task is not to tell them the answer, but to guide them: just find those materials and try them. As soon as the children listen, they all do it themselves, explore and solve problems by themselves.

Secondly, children in large classes are quick-thinking, fond of asking questions, strong hands-on ability and strong thirst for knowledge. According to this feature, the materials we provide should conform to the age characteristics of young children, and provide more semi-finished products, waste materials and raw materials. For example, in the "hands-on small production" of "Intelligence Surfing" in our class, we provided the children with the following materials: packaging boxes, cans, CDs, plastic bottles and other waste items. As the main material, it also provides various colored paper and wrinkled paper; Auxiliary materials such as wool, silk thread and ribbon are decorated and transformed, and children can freely choose soft flannel, wrapping paper and art paper for artistic processing. We also provide some semi-finished and finished buildings, some teachers' cars and so on. When children operate, they use these materials to reprocess and create all kinds of tall buildings, piggy banks and pen containers ... This promotes the development of children's creative ability and practical ability, and is also conducive to children's operational exploration, which encourages children's independent learning to a greater extent. On the other hand, according to children's different abilities, we can 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.

Third, the materials provided should be diverse, hierarchical and challenging.

The provision of materials is not as much as possible, and the corresponding materials should be provided in time according to children's interests, development level and ability. For example, in the gluttonous lollipop, at first I put various colors and materials of paper, ribbons, wool, used buttons, beads, various beans and so on. At the beginning of the game, children were very interested in these materials and wanted to taste everything, so they often picked sesame seeds and threw watermelons. Later, I only provided one type of material for each game, and then changed to another material when the children basically mastered it, so that the children could make sticks carefully and carefully every time, and each production method could be mastered very well. After all children have mastered it, we will provide a variety of materials and activities according to their situation to meet the development needs of different children. We also provide various kinds of paper for children to design the shape and size of lollipops themselves, so as to give full play to their autonomy and initiative.

Dynamic nature of teaching materials: the provision of teaching materials should not be static, but should be adjusted and supplemented regularly and irregularly according to the educational objectives and the development needs of young children. If teachers find that children's favorite language areas are neglected, through the observation and understanding of children's regional activities, they find that books in language areas are out of date because they have been put in for too long and are seriously damaged. Therefore, the teacher mobilized the children to bring the new books at home to the kindergarten to share. At the same time, according to the recent curriculum arrangement, some science and technology books for children to consult are purposefully invested. Sure enough, the language area has resumed its former excitement. Children tell familiar stories to each other, introduce their new books, and often patronize new science and technology books. The dynamic nature of materials is also reflected in the interaction of different age groups and parallel classes. Teachers in each class should communicate and exchange information about children's regional activities in a timely manner, so as to complement each other and share resources, so that the information can really serve the activities.

Finally, we should make full use of parents' resources to collect materials for regional activities. Parents' resources are scarce, and many materials (cartons, plastic bottles, buttons, wool and other waste items) needed for our regional activities are provided by parents. We should involve parents in our regional activities, which has aroused their enthusiasm.

These are some of my experiences in teaching in large classes. In order to truly and reasonably place the materials of regional activities and give full play to the educational function of the materials, we need to conduct in-depth research.