Through the observation and understanding of the children's area in the game observation activities, we found that there is such a confusion in our class and other classes. Our activities in the language area of the game are difficult to organize, and the materials put in the area are nothing new, such as headdresses, finger dolls and some small books made by ourselves. Children are not interested and teachers can't guide them to play in the language area. Due to too long time, these books are seriously damaged and their contents are out of date. How should the language area be set up and put in relevant materials to meet the development needs of children at different levels? How to make children interested in language activities? How can the activities in the language area be combined with the outside games to "live"? This is an important issue worthy of our discussion.
For children, reading can expand knowledge and experience, change opinions, sublimate thoughts and emotions, and transfer learning methods and life skills. It can also enable children to expand their written vocabulary, master rich literary language expressions, and improve their language ability, thinking ability and problem-solving ability. The language area is an activity area for children to do language exercises. How to set up a relaxed and harmonious language area to support, encourage and attract children to talk with teachers, peers or others and experience the fun of language communication is very important. Let's discuss the material delivery in the language area.
1. "Books are the treasure house of human knowledge".
For young children, books are an important carrier of language learning. Provide children with a large number of vivid and meaningful reading materials, so that children can freely choose reading materials and explore their own emotional experience. In order to cultivate children's awareness of rules, teachers can also divide books into fairy tales, nursery rhymes, social sciences and natural sciences, so that children can have a clearer choice. In addition, teachers can mobilize children to bring old books or new books at home to the kindergarten to share, so that children can tell familiar stories to each other and introduce their new books. At the same time, according to the recent theme, the teacher purposefully put some science and technology books (bright colors, few words) for children to consult information, such as combining "luminous objects" to let children know the types and development history of lights; Know that many objects can emit light and understand the use of light. "The goal of this activity is to put some books or pictures in the area, so as to implement the activity goal and promote children to patronize new science and technology books.
Second, the material is novel and interesting.
1. Add rich headwear, finger dolls, recording and other materials in the language area for children to perform on the small stage after listening to the recorded story. For example, from reading stories-listening to stories-telling stories, cultivate children's ability of self-creation and the spirit of cooperation with peers.
2. Put scissors, old books, cartoon patterns, glue, double-sided tape, transparent glue, paper, pens and other materials in the language area, and change the settings from the original books to cutting, pasting and talking, and from simple storytelling to "doll's home". Mother tells stories to dolls. What if the book in the language area is broken? Teachers can set up a "book beauty center" to let children repair damaged books by themselves according to the information provided, so that children can feel the hard-won and cherished feeling of books. Teachers can also set up some cards such as "reading pictures".
Third, with the help of the anime images I have seen.
For example, children are very interested in some cartoon images, such as Journey to the West, Lotus Lantern, Altman, Blue rats and cats, Black Cat Sheriff, Cat and Mouse. According to the goal of language activities in large classes, children can tell their favorite stories by changing the content of the activity area in time and putting in a series of small cards of Journey to the West, so that they can tell their favorite stories in the form of two people rolling dice. Children can also be encouraged to imagine boldly, make up stories according to their own stories, and then let them match the pictures with the story, and then bind them into a book, so that other children can enjoy and participate in performances, enrich the language area, add content to the small stage and enhance the gameplay.
Fourth, through the media.
Encourage children to communicate with others through TV hosts, small reporters and other media forms to promote the development of children's language ability and sociality. For example, taking these roles as commentators, we can invite children with stronger ability to act as commentators, and introduce sub-role performance in children's language activities, which can improve children's interest and concentration, and is more conducive to the division of labor and cooperation between children, so that children can have a certain sense of role and combine static and dynamic.
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's information and share resources, so that the information can really serve the activities.
Environment and children always exist. Children depend on the environment and can also have an impact on it. The way children get along with the environment directly affects the quality of their growth. Creating reading environment plays an important role in cultivating children's reading ability. Teachers should be good at forming theme schemes from the interaction between children and the environment, and need to provide a large number of meaningful, vivid and innovative reading materials for children in the district to guide them to observe and feel the written language. Cultivate children's attitude to explore things, create a systematic, safe and clearly defined language area, effectively carry out reading education, and constantly cultivate and improve children's reading ability.