Chapter 1: Summary of the theme: The effectiveness of putting game materials into regional activities is a main activity of children. It has the characteristics of freedom, autonomy, autonomy and initiative, which gives children great freedom, enables them to carry out activities independently according to their own wishes, and provides conditions for the development of children's independent habits and abilities. The new "Outline" points out that "teachers should provide a large number of various materials for children to play, explore and experience, and constantly accumulate experience in practical activities." Indeed, putting some suitable materials in the area can not only make children feel happy, but also enable children to learn and develop to the maximum extent in active interaction with peers and materials. Therefore, the use and effectiveness of materials in the activity area is the key factor to improve the quality of activities. However, in actual teaching, our teachers are very arbitrary about the placement of regional materials. Some materials are put in the area because they look good, and some are seen in other classes, so we also put some in our own class. It can be seen that we don't really have a clear understanding of the purpose of regional material delivery. Then, according to the age characteristics of middle school students, how should we effectively put in materials? I think:
First, according to the individual differences of children, put materials.
If the materials provided in the activity area are all of the same difficulty, some children may be too simple and easy to complete, which will make them lose interest and is not conducive to their further development. It may be too difficult for other children, but it can't be achieved through hard work, and it will also make them lose interest. Therefore, on the basis of understanding each child's development level, considering individual and personality differences, we provide operating materials with different difficulties in the activity area for children of different degrees to choose from. For example, when placing half-cut fruit materials in the art corner, the teacher can put pens and half figures of various fruits in addition to different colors of paper, so that children can choose freely according to their own abilities. In this way, every child can experience the joy of success.
Second, cooperate and coordinate at home, and * * * cooperate to prepare activity materials.
In this semester's regional activities, some of our materials were collected and prepared by our parents. For example, "I love my family", we ask parents and children to draw a picture of "what is home" for the language corner; Built a beautiful home with waste boxes, used to build corners; I collected all kinds of bottles, wool and so on for the corner of my life. Because these materials are collected by children and parents, after we put them in, the children's interest is very high and they all try to play. In this way, under the premise of improving children's enthusiasm for participating in activities, the connection between home and home is further strengthened.
Thirdly, regional materials can be used as an extension of class theme activities.
Our class can take regional activities as an extension of class theme activities, and put the materials after the theme activities into regional activities in time, so that children can continue to carry out related theme exploration and operation activities in regional activities. The materials in the art area are basically released after the theme activities are carried out, so that children can basically understand how to operate and are more interested.
We know that teachers have a great influence on how to improve the effectiveness of teaching materials. If teachers carefully plan, observe, adjust and make good use of games, then the materials we put in will definitely play its role, and children will be able to swim in the games and learn and develop to the maximum extent in all aspects.
Chapter 2: It is the nature of children to learn to play games reasonably and effectively, and kindergarten education should "take games as the basic activity and integrate education into various activities". It can be seen that games are basic in children's daily activities. Let children learn in games, develop in happiness, create a suitable game environment for children and promote their development in this silent education, which is the highest pursuit of our kindergarten teachers.
Chen Heqin, a modern child educator, said: "Games are also children's natural favorite. A child's life can be said to be a game. " Game materials are the bridge between children's exploration and learning, and the goals and contents of activity development are contained in the provided materials, so the reasonable transmission and effective use of game materials directly affect the improvement of children's game quality. This requires teachers to make reasonable arrangements, and combine the progress of the theme, the age characteristics of children, and innovative and reasonable placement of materials.
After a period of study and observation, I have some small experiences. First of all, at the beginning of the creation of the environment, we should organize the creation of class game content according to the theme of the course, follow the theme, and there should be some continuity between the creation of each theme game. For example, in the theme of "I like it", our class opened a candy store. At first, the simple boss made and sold candy himself. After learning "My Favorite Fruit", he put it in the mold and the guests made their own fruit lollipops. The next theme, "Autumn Leaves Gone with the Wind", will continue to make candy with molds and make deciduous candy of various colors. In this way, the continuity between themes and the continuous updating of materials will enable children to better master the role of the game, and will not be bored with role games, but look forward to it.
Another example is the picking garden game in our class. By chance, after school, a child put the fallen leaves we picked on the clip of the picking garden instead of on the fruit, because in the theme of "Autumn leaves fall", we often take children out to pick up fallen leaves, which reminds me that in late autumn, our picking garden can not only pick fruits, but also pick up fallen leaves. In this way, combining the game with the theme, children not only experience the joy of the game, but also have a deeper understanding of the theme.
Secondly, children of all ages have different ideas, and the delivery of game materials should conform to the age characteristics of children. For example, children in large classes have a positive attitude towards the world around them, always ask questions and are eager for scientific answers. For example, we put the section "Who can magnets attract" in the puzzle area, so that children can find out for themselves what magnets can attract and what they can't attract, and explore why some are attracted and some are not. During the activity, they also asked whether the information not provided by the teacher would be absorbed. At this time, my task is not to tell them the answer, but to guide them to find those materials, to try, to explore and to solve problems by themselves. This kind of learning effect will be better than that handed down by the teacher.
The children in the big class also have the characteristics of quick thinking, strong hands-on ability and strong creativity, so the class characteristic of our class is "creative art design". In daily life, teachers and children collect a lot of waste items: all kinds of packaging boxes, cans, CDs, plastic bottles, wool, old cloth and so on. Teachers take these waste materials as the main materials, set a theme, and provide various auxiliary materials such as colored paper, wrinkled paper, silk thread and ribbon, so that children can start to imagine and create boldly. Children's potential has been developed, and their creativity is infinite and amazing! You will find amazing works one by one. Such activities not only promote the development of children's creativity and practical ability, but also help children's operational exploration and encourage children's independent learning to a greater extent. On the other hand, we can also provide activity materials with different operation difficulties according to children's different abilities, 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 different levels.
Thirdly, during the activity, I found that traditional regional games can no longer attract children. For example, the activities in the language area of our class are more difficult to organize, and the materials put in the area are nothing new, such as headdresses, finger lovers and some small books made by ourselves. Children are not interested. After a long time, this area is very "cold and cheerless" and basically no one "patronizes". How should the language area be set up and how should the relevant materials be put in? In view of the above problems, I thought of innovation to subvert the original understanding of the language field. First of all, I added rich performance materials such as headdresses, finger dolls and recordings to the language area, so that children can perform on a small stage by themselves after listening to the recorded stories, and cultivate their self-creation ability and the spirit of cooperation with their peers. Secondly, put scissors, old books, cartoon patterns, glue, double-sided tape, transparent glue, paper, pens and other materials in the language area, and change the original books into cutting, pasting and speaking. What if the books in the language area are broken? I set up a "book beauty salon" to let children repair damaged books by themselves according to the materials provided, let them know about hard-won books and guide them to cherish them. Then, with the help of the cartoon images we have seen, such as "Blue rats and cats", "Bear Haunted" and "Cat and Mouse", the children are very interested in some cartoon images. According to the language activity goal of the big class, they can change the content of the activity area in time, put in the "cat and mouse" series of small cards, tell the story between cats and mice, and improve the children's storytelling ability. Children can also be encouraged to imagine boldly and create their own stories, and then let them combine stories and pictures to make books.
Finally, I think the teacher's effective response and guidance is also an important "game material". Teachers should first create a relaxed game environment for children and give full play to their main role in the game. Then personally participate in the game and guide the children's games purposefully. Finally, we should respect children and positively evaluate the game, which is not only the recognition of children's games, but also the expectation of the next game activity. In short, we should observe carefully, consider from the children's point of view, respect children's interests and wishes, create all favorable conditions, and fully tap the potential educational value of games.
I always believe that kindergarten life is a relatively beautiful and happy period in a child's life. As a kindergarten teacher, we should strive to provide more opportunities for children to develop their abilities and create wonderful games. Let's create a perfect game environment together, trust and respect children's ideas, and let them thrive and get better and better in this environment!
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