Audience: Li xx

Recorder: Zhao xx

Watching process:

It's time for regional activities. Li xx walked slowly to the puzzle area, looked at all kinds of materials in the cupboard, and walked beside the children who were having fun. After being pushed away by the children, he went to the corner of the book, left and right to read a wide range of books, and walked away with a straight face. At this time, he came to the living area again, but he still didn't seem to find anything he agreed to play. At this moment, he came up to me and tugged at my clothes. I bent down and said to him, "Son, choose one you like and sit down and play?" He shook his head at me, so I dragged him to the American labor zone and said to him, "Do you want to paint?" He still shook his head at me. I took him through several areas and didn't get his response, so I asked him, "Son, do you want to engage in regional activities today?" He looked at me and nodded. I asked him, "What do you want to play?" He shook his head at me again, and I took him to the puzzle area and asked him to choose a material to play with. He walked in the puzzle area for a long time and didn't choose it. I helped him choose the material of counting and measuring clips and let him sit down and play. He sat down with the material and played seriously.

Observation, analysis and evaluation:

1. Selection and use of materials:

From the point of view, I found that when he first started working in various regions, he was always in a detached state, as if he didn't know what to choose or what he liked. He really wants to take part in regional activities, but he doesn't know which area to visit. In the face of the job chosen by the teacher, he didn't show an attitude of liking or not liking, just worked very obedient and seriously. At this time, he was troubled by confused emotions, and he could only passively choose his job under the care of adults and finish him seriously. When children are engaged in regional activities, some materials provided by teachers can be completed by themselves, and some need the help of teachers.

2. Attention level and inquiry ability in activities:

The child is relatively focused in the later activities, and can carefully complete the materials selected by adults for him. However, he encountered difficulties in the operation. At first, he would go to see the children around him, or see the teacher, but he didn't have any action or language to ask for help, and he didn't even expect others' care when he was in trouble. After seeing the people around him, he will bow his head and explore alone. For example, when using a clip, he didn't know which end of the clip to hold at first, and because the strength of his hand was relatively small, he tried to hold both sides and looked at others before he bowed his head and tried it himself. Neither impatient nor always unable to hold the clamp, nor giving up work, just trying alone. When the teacher cares about him, he can listen carefully and try again, but there is no language to communicate with the teacher.

3. Teacher guidance:

(1) After observing him carefully, try to communicate with him and ask his wishes. In the absence of results, I led him from district to district to help him find a job of interest. After the child still can't find a job he is interested in, I directly intervene to help him choose a job. When children encounter difficulties in their work, communicate with them to help them find the causes of the problems and find solutions to the difficulties.

(2) Through the preliminary understanding of children, let children enter the atmosphere of regional activities in the form of direct suggestions, encourage and care for children appropriately, and let them complete the operation.