Following this educational concept, we have developed the creation and arrangement of regional activities for the middle class.
The creation of the regional activities of Class 8 in middle school has set up seven areas, namely, art design area, puzzle area, construction area, science area, mathematics area, language area and book area. Each corner can accommodate more than four children, two of whom are in the library area, so there are actually eight areas, enough to accommodate 33 children in our class.
When we created this area, we considered the age characteristics of middle-class children. According to the development level of the children in the middle class, we set the corresponding game content. For example, in the science area and the puzzle area, we set up puzzles, key locks, screws, beads, color change (rotating paper) and other operations that children can complete by hand movements; Provide games that stimulate the desire for scientific exploration, such as table tennis, lines that deceive the eyes, friction electricity, etc. Through operation, we can discover its wonders, stimulate their curiosity, and thus have the desire to explore scientific phenomena.
We create a matching game of leaves and flowers in the math area, find flowers marked with corresponding numbers according to the number of leaves, provide games of spelling dolls of various shapes, let children spell dolls with figures such as squares, rectangles, triangles and circles, then count the figures on dolls, provide games of spelling eggs, numbers and dots, and train their observation ability and discrimination ability according to different gaps. Provide queuing games, so that children can put the corresponding number of animals into the following space according to the number of animals in the previous picture, thus establishing the concept of quantity, providing the game of picture solitaire, connecting the pictures one by one according to the patterns of the pictures, understanding the concept of solitaire in operation, and training observation ability and thinking ability.
What we provide in the art district is more material for artistic activities. These materials can be used by children for any art activities after teaching activities, and they can also paint freely according to their own ideas. Of course, we also have some semi-finished products, such as the production of envelope dolls and paper dolls, to help children inspire them to do activities when they have no ideas. In addition, origami activities are the focus of our study this semester, so we also provide colored paper and other materials in the art area for children to learn origami during after-school breaks or regional activities, and the materials can be used at will.
In the building area, ready-made building blocks, plastic inserts, snowflakes, mushroom nails and splicing toys are mainly provided, so that children can exercise their hands and brains and promote their intellectual development through activities such as splicing and building.
The creation of our language area has changed the general way, mainly using the walls of the sleeping room and making full use of the space, mainly considering the lack of space in the activity room, so we use the space skillfully. We use cloth bag tools to put some prepared materials into cloth bags and stick them on the wall at ordinary times, which does not take up space. When necessary, they will be equipped with a small round table, and children can play by moving chairs. The content inside is also very rich, mainly including looking at pictures, arranging pictures, talking about quantifiers, reading ancient poems, recognizing them, creating stories and so on. At the beginning, these games need to be played under the guidance of teachers. After they are familiar with the methods of the game, they can play by themselves, or two people can play together, one with questions and the other with answers. It will be fun to play.
The library area is also placed in the form of cloth bags. The first is to save space. The second reason is that it is also in the bedroom, because it is a relatively quiet environment, thus achieving the purpose of relatively dividing dynamic and static content.
We entered the area by inserting photos. We see that other kindergartens use centralized zoning cards to allocate areas, but we stick the admission cards directly on the area cabinets to let children know their areas more clearly, because I find that children can't do the correspondence between brands and specific areas. The access cards in each area are covered with four photos, and other children can't get in. This is the rule we made. As long as children follow this rule, they can choose their own areas and allocate them reasonably.
In addition, in order to cultivate children's ability to organize regional data by themselves, I put labels on the items. The label1* * has two identical labels, one is attached to the box containing the materials, and the other is attached to the cabinet where the materials are placed, so that children can correspond the items with the placement positions. And put different color labels on different areas for children to distinguish. This also helps to train children's sorting ability and develop good habits of sorting and placing items.