Fan Wenyi
In the process of preschool education, more and more educators attach importance to the evaluation of children in regional activities. It is necessary to improve children's language expression ability, construction skills, emotional attitude and other aspects, cultivate children's self-confidence and team spirit, and promote the development of children's good habits. Under the guidance of the spirit of the new syllabus, efforts should be made to change the evaluation methods of children in regional activities, realize effective observation to provide the basis for regional children's evaluation, and multi-angle and multi-dimensional evaluation can promote children's personality development, and the evaluation results provide a new platform for children's learning. Children and teachers are the main body of evaluation. Children are not only the masters of regional activities, but also the main body of implementing the effectiveness of regional activities. Therefore, eco-kindergarten regional activities should also pay attention to children's situation in regional activities, and teachers should guide them to adjust their behavior accordingly. Assess the situation of children in regional activities, mainly observing the following aspects:
1. What is the child's interest base?
Regional activities are characterized by freedom, autonomy, individuality and indirectness of guidance. Every child can choose his own interesting activities and take the initiative to explore and learn. Interest is the basic requirement of regional activities in kindergartens. However, in many regional activities in reality, some children's interests are short-lived and easy to transfer, so it is difficult to concentrate on an activity for a long time, which leads to many activities being dabbled, such as the theme activity "Ant Kingdom". At first, we just put ant patterns in the art area for children to draw and cut paper (ant patterns). At first, the children's interest was relatively high, so the next day they communicated with the class teacher and readjusted the materials in this regard. There is a progressive relationship between materials, which is easy to stimulate children's interest. In group activities, children are often guided to introduce and exchange their findings. In this process, children know how to use all materials to decorate ants, including what patterns and colors to match, and how to use masons and handmade ants. Children always maintain a good working condition and are full of enthusiasm in regional activities, thus realizing the benign interaction between children and regional activities. Interested teachers mainly judge whether children are interested in regional activities, depending on whether children like activities and how long they last in the activity area, because only children who are interested will concentrate and actively explore in this process.
Second, can children carry out activities as planned?
Regional activities are not children's arbitrary activities, nor are they idle activities in the activity area, nor are they children's activities wandering around the activity area. Regional activities in kindergartens emphasize that children should carry out activities as planned. So making plans is the beginning of children's activities (without the guidance of teachers, of course). Let children decide what area to choose, what to do, how to do it, and how to spend time in the area, that is, let children form a clear activity intention in their minds. During the activity, carry out and complete the activity according to the activity intention. Before leaving the park every afternoon, the teacher guides the children to make plans, so that the children have an obvious goal direction, and they can operate in an orderly and regular manner when they enter the park tomorrow.
Third, children's participation.
To evaluate children's participation, we should observe whether children actively choose regional activities, blindly obey others, or imitate others to choose regional activities; After making a choice, do you insist on playing in the area for a period of time, or change materials frequently, or even wander around in various areas; In addition, you can also observe whether children care about the results of their activities. If children actively participate in activities, they will pay attention to their performance or final results in activities, gain a sense of accomplishment by understanding the results of activities, or position themselves compared with their peers. These aspects allow us to evaluate children's participation in activities. For example, in the theme of "ant kingdom", children are very excited when observing ants outdoors, and their eyes are wide open for fear of missing a little detail. Some children even think while observing, and a lot of "what" appears in their minds. During the memory time, the children gained a lot of knowledge about ants. Children will even get a sense of accomplishment because of their own discoveries.
Fourth, the level of children's social interaction.
When evaluating children's social interaction level in regional activities, it is mainly to see whether children often work alone or often cooperate with others; When cooperating, you are still a follower, and what is your position in the group when cooperating; Whether activities can be shared with peers in turn, whether conflicts often occur with others, and what methods are often used to solve conflicts. Different performances reflect children's different social development levels. For example, in the construction area, teachers provide children with waste shoe boxes and use them to build an ant nest. Shoe boxes come in different sizes. It is difficult for children to finish this work independently and need the help of their peers. Then the children will think of consulting their partners to build this ant nest. In the process of cooperation, children will gradually learn the ability to communicate with others.
V. Children's cognitive development level.
Social cognition refers to the individual's psychological activity of perceiving and understanding social objects, social phenomena and their relationships, such as others, self, social relations and social rules. The content of social cognition is very extensive. From the object, social cognition includes the cognition of oneself, others and social relations (authority, friendship, fairness, etc.). ), social groups, social roles, social norms and social life events. The cognition of human beings includes the understanding of psychological processes or characteristics such as emotion, intention, perception, thinking, attitude, motivation and behavior. Cognition is the direct source of wisdom. Although it is hidden, it can be expressed through children's regional operation activities. Therefore, children's cognitive level in regional activities can be evaluated by observing children's operations, especially by analyzing intellectual operation materials. For example, whether the materials of intellectual operation are complex or simple, whether they are single or compound; The operation mode is monotonous and repetitive, and imitating others is still creative and flexible; Is the result of operation a single product, or a variety of performances, such as painting, puzzles, handicrafts, creating stories, etc. Through this analysis, children's cognitive level can be understood and evaluated.
Sixth, children's compliance with regional rules.
Regional activities are free and independent activities for children, but it does not mean that children can do whatever they want in regional activities. In fact, if a region really wants to be a place for children to have free activities, children's inherent compliance with some rules is the premise to ensure the autonomous and effective development of the region, so whether children can abide by the rules in regional activities becomes an important indicator of evaluation.
For the evaluation of children's compliance with rules, we must first observe whether children can consciously abide by regional rules. For example, the doll's house will take off its shoes and go in, and several pairs of small footprints will be drawn at the entrance of the activity area. Children who consciously obey will take the initiative to take off their shoes and put them on small footprints, and then enter; Secondly, observe whether children can interpret the suggestive rules in the regional environment, such as: cartoons with reading order are posted on the wall of the library area and the baby puts his index finger on his lips to make everyone whisper "shh", suggesting that children should keep quiet when entering the library area and follow the reading order: take books-read books-collect books. In short, children's compliance with regional rules can better reflect their awareness of rules and self-control, which is a necessary condition for the effective implementation of regional activities.
Fan wener
Regional activities are children's favorite activities in early childhood. They can choose activities according to their own preferences, and they can play and explore freely. Now I will summarize the small class activities as follows:
First, create a good regional environment. To create a good regional environment, we should not only consider the mutual communication and cooperation between children, but also pay attention to non-interference, so that children can concentrate on an activity and explore problems with confidence.
Our regional activities combine fixed and flexible settings to create colorful, multifunctional and freely chosen corners, so that every child has the opportunity to choose freely and learn in his own way. For example, a small class has the following areas: "living area": breastfeeding, buttoning, braiding and so on. "Math area": digital chess, graphic drop-down box, etc. "Performance area": headdress, hand puppet, hand bell, double-ring drum, fan, all kinds of clothes, allegro, waist drum, etc. are used for percussion; "Work area": painting, wearing flower baskets, wrapping candy, cotton, wearing candied haws, dried leaves, wool, wearing beads, coloring, feeding birds and other semi-finished products on the whiteboard; The "Science Zone" provides telescopes, cars, nine-ring chains, animal models, magnetic toys and so on. Reading area: all kinds of books and word cards of different sizes; Building area: waste paper boxes, waste cans, large and small building blocks, toys provided by kindergarten. Due to the limited space available in our class, after discussion, our class will set up a quiet regional operation area, science area, reading area and mathematics area in the activity room; The performance area and the building area will be built on the beds in the activity room, and the beds will be stacked during regional activities for children to carry out regional activities. The living area is set on the outdoor railing, and the operating items are installed on the railing, which is convenient and three-dimensional, and greatly provides the utilization space. The whiteboard in the operation area is installed on the wall, which is convenient for children to operate and can be adjusted flexibly according to activities.
At the same time, according to our theme activities, we also regard the regional environment as a part of the theme environment. Children can also carry out learning activities while carrying out regional activities to improve the utilization rate of activities. For example, in the operation area, some materials left over from the usual baby show will be placed in the area to facilitate the children to operate when they are free, or to carry out regional activities. Autumn leaves, we will take our children to the yard to pick some image leaves and put them in the area. Children will stick them in the area, tear them with their hands and put them in their heads as headdresses. Han Yu's children in our class are more talented in operating leaves. In the math area, we will put Russian dolls and objects of different sizes for children to see and compare themselves, and cultivate their good habit of positive thinking. Scissors, oil pastels, plasticine, blank paper, watercolor pen, etc. It will be put into the art area, and some finished and semi-finished products left in the usual art operation will be used for children's reference and imitation. Some children will buy some molds and step diagrams in plasticine, and we will also put these ready-made materials in the area for children to choose freely. In the performance area, some wool-woven fake headdresses, performance clothes, fans, waist drums, castanets, toy swords, etc. Will be put in to provide rich material. Usually, the building area depends on the theme. Regional activities should provide materials with different difficulties according to the hierarchical characteristics of the activity area. Sometimes, even the same type of activities in the same category show the hierarchy by providing different levels of materials. Multi-level activity materials suitable for children with different development levels and learning rhythms can meet the needs of different children to choose independently.
Second, regional materials should be distributed at different levels.
Every child has every child's personality characteristics, which also determines that each child's ability level is different. Therefore, the transfer of materials should take into account each child's factors, not all simple, nor all complex, and provide opportunities and conditions for children at different levels to succeed. For example, in the small class art area, the teacher provides three levels of materials, from the simplest to the interval of two colors, and then to the routine wearing of three colors. The puzzles placed in the puzzle area should be spelled out according to the number of blocks (4, 6, 8, 10).
Third, the guidance of teachers.
For children in small classes, the teacher's on-site guidance is very important. Without guidance, children don't know what to do at all, so teachers are very important in this regional activity. As a teacher, we should always know where we belong. We don't want to be an export educator of knowledge, but we should provide a stage for children to play and show freely, but we should not interfere with children's operations too much, and we should play the role of an observer and a guide.
Observation and re-guidance. Grasping the opportunity, intervening in guidance and observation in time can help teachers accurately understand the performance of children in the game. For example, the children in our class are loading candy in the homework area. Candies are large and small, and candy paper is also large and small. At the beginning of the operation, Heesen didn't know that big candy wrappers wrapped big candy and small candy wrappers wrapped small candy. After a long time, Hisson still didn't grasp the rules and tangled up. Of course, the shape of the package is definitely not good-looking, and some candy is exposed before it is wrapped. At this time, the teacher needs to lend a helping hand, give full play to his guiding role, and point out the way for Xisen. At this time, Xisen suddenly became enlightened and mastered the skills of wrapping candy. I'm sure Xisen is very impressed with wrapping sugar. As a teacher, we should understand the characteristics and needs of children's development, analyze them on this basis, proceed from objective reality, improve the effect of educational guidance, and give full play to the role of children's games. It can prevent teachers from improperly interfering with children's game guidance behavior because they don't understand the game scene.
Therefore, the timely intervention of teachers is also very important. Two more examples: I really want to enter the performance area and wear beautiful clothes in the area. But there are already many children in the performance area. Children are playing house games, and there is no area card to use. But I don't want to play anywhere else yet. The teacher can guide him. The teacher can guide him: "How do you want to get in?" When he came up with the idea of guest appearance, the child finally entered the performance area as an uncle. For example, when Qiang Qiang accidentally damaged the zoo built by the children in a game, the children were very excited for a while, some complained about Qiang Qiang, some violently attacked Qiang Qiang, and some were at a loss. The teacher immediately said: Is the zoo an "earthquake"? Let's save the animal and solve it! So the children threw themselves into the new game again and skillfully solved an upcoming dispute. If the teacher finds that there is something wrong with the child's game and needs to intervene, he must find a good time.
When children have creative behavior, teachers should find out and give encouragement in time. Teachers sometimes act as mediators and sometimes as bystanders. In regional activities, teachers should put down their status and enter the game as partners. For children in small classes, conflicts often occur when children are engaged in regional activities, so teachers should use mediators to intervene in games and help children solve them with appropriate methods.
In order to arouse the enthusiasm of children, teachers should try their best to encourage and affirm their guidance. There are differences between children. As long as children take the initiative to participate and think positively, they should be praised and encouraged regardless of the outcome. Otherwise, children with weak ability will always fail, which will make them feel afraid and inferior, and finally lead to losing interest in the whole game.
Fourth, children's performance in the game.
Games are children's favorite activities, and regional activities can better exercise children's enthusiasm and develop their actions, words, thinking, imagination and emotions. Children's activities in this area are completely free. They choose their own game materials, activities and partners, and play games according to their own ideas and wishes. Teachers will not interfere with children's freedom in the whole area. For example, children can enter different activity areas according to their own wishes, or choose different activity forms and activities in the same activity area. Teachers are not dominant, and children have strong divergent thinking. In our small class, the happiest people are Qiang Qiang, Gao Gao, Han Yu, Di Fei, Sang Chen, Xiao Tong, Xin Yue and Zhen Hao. Children form their own rules.
Verb (abbreviation of verb) characteristics
For our kindergarten, the characteristic is board games. The chess games in our small class include human moving chess, animal food chess, math chess, opposite friends chess, various primitive chess and comprehensive chess. Children can explore freely, operate boldly and innovate in the game. It may be that children in small classes have never been exposed to board games, and it is more difficult to learn. I believe it will weaken after the Chinese New Year.
Sixth, the next step
1, I don't know much about the characteristics and organizational strategies of each game. This semester, I will have a deep understanding of different theme games.
2. In the usual game organization, carefully observe and explore the characteristics and organizational strategies of each game.
3. Use access cards to guide children to play games in an orderly manner. Limit the number of children entering the area to ensure the safety and quality of children in the area.
4. Put in rich regional materials to ensure the richness and diversity of materials.
5. Don't interfere too much with children's regional activities and respect their imagination.
6. All regional activities are safety-oriented, and materials that are safe and conducive to children's operation are put in.
I have been engaged in preschool education for almost a year. I don't know much about regional activities, and I don't know much about them. I have just come into contact with regional activities, and this aspect is still immature. Please forgive me for any inaccuracies. But I believe that as long as I do and work hard, even if the result is not good, I will be very pleased.
Fan Wensan
Regional games are an important material condition for the positive development of children's cognitive level, personality quality and socialization ability under the guidance of the correct concept of education and children. Carry out independent games in combination with theme activities, provide rich and effective materials for children, and guide children to actively explore and learn in a free and relaxed atmosphere. Regional games are one of the good forms that reflect children's learning by playing, learning by playing and integrating education into games.
This semester, according to the age characteristics of children, our class has set up skills workshops, living areas, math areas, bear supermarkets, reading areas and performance areas. We insist on playing games every day, guiding children to use their hands and brains and actively interacting with materials. Now I will make a simple summary of my activities in the past six months.
First, the transportation of materials.
1, put materials according to individual differences of children.
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, put origami materials in the art area and let children practice folding double triangular objects. Teachers can use the principle of double triangle to throw a variety of objects with different difficulties in folding, so that children can choose freely. In this way, every child can choose according to his own needs, and he can experience the pleasure of success.
2, home cooperation and coordination, * * * with the preparation of activity materials.
In this semester's regional activities, some of our materials came from the waste collection of their children's families. Such as bottles, seeds, wool, eggshells, etc. , all from the collection of children and parents. The children were very interested in what they brought. After we put it in, we all tried 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.
3. 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.
Second, children's development in activities
1, give children room to develop and let them express themselves freely.
We often watch children's performances silently and try not to disturb them, which fully meets the needs of children's expression and performance and plays a great role in their all-round development.
2. Carefully observe the individual differences in children's development and make corresponding adjustments to activities.
Children of the same age have different development. We designed the activity of "playing cards and comparing sizes" in the math area. Children with good ability can play one by one according to the rules or create two or three by themselves. But some children can't play and are not interested in activities. So we adjusted for this difference. We should regard "comparing size" as a game of "fishing for small fish". When the cards are arranged in the same number of points, we can eat all the cards between the same number of points. After changing the rules of the game, the children with poor ability also thought of playing in the math area and won more cards than anyone else.
Third, good interaction between teachers and students.
1. Observe children's activities at any time and give timely guidance and help to meet children's needs.
The new "Outline" points out that teachers should be supporters, collaborators and guides of children's learning activities. In regional activities, we can observe every child's interest operation, participate in children's activities in time, explore, operate, discover, discuss and solve problems with children, and truly reflect children's dominant position, instead of imposing our views and ideas on children when problems are discovered.
2. Use the language of children's evaluation to promote the better development of regional activities.
When necessary, we often go deep into children's lives to understand their sense of play and rules. We often use childish words such as "yeah", "great" and "come on" to evaluate children and try our best to make every child feel the joy of success.
Through hard work, the regional activities of our class won the first prize in the garden competition. Although children's game level has improved, there are still problems in many aspects, such as some children will imitate each other in the workplace and their brains are not enough; In supermarkets, children's communicative language is still lacking; In the performance area, the props we prepared can not meet the needs of every child. Therefore, in the process of game development in the next semester, I will make targeted plans and schemes for these problems, so that every child can improve himself in happy game activities and the game level of children in our class can rise to a new height.
Fan Siwen
Regional activities are a way for children to learn at present, and also a new form of educational activities to promote the reform of preschool education. Based on children, regional games can make children fully experience and explore, give play to children's autonomy and subjectivity, and are also a means of personalized education for children.
Regard regional activities as a form of group teaching. Focus on guiding a group of children to learn new content in one field, and the rest of the children to do their favorite things in other fields, and change the corresponding teaching materials in time according to different teaching contents and knowledge levels. In the activities, children should be kept fresh, willing to use their brains, improve their interest in learning, and more importantly, adapt to their continuous development needs and develop their own "zone of proximal development".
Give children room to develop and let them express themselves freely. We often watch children's performances silently and try not to disturb them, which fully meets the needs of children's expression and performance and plays a great role in their all-round development.
Carefully observe the individual differences in children's development and make corresponding adjustments to activities. This semester, according to the age characteristics of children, our class has set up a skillful playground area, a math area, a structural area, a clinic area and a scientific exploration area, insisting on playing games every day, guiding children to use their hands and brains and actively interacting with materials.
Put the origami materials in the art area and let the children practice folding double triangular objects. Teachers can use the principle of double triangle to throw a variety of objects with different difficulties in folding, so that children can choose freely. In this way, every child can choose according to his own needs, and he can experience the pleasure of success.
In the math area, the activities of "map queuing" and "puzzle" are designed. Stickers are sorted according to the rules, so that children with good ability can not only shoot one by one according to the rules, but also create new arrangements by themselves. ; However, some children can't play and are not interested in activities, so we will adjust for this difference. Use different shapes and colors to spell out beautiful fish, chicken, sun and other graphics to arouse children's interest and spell out wonderful patterns by themselves. After adding interesting puzzles, the children all want to play in the math area and can spell out strange figures by themselves.
There are two main structural areas: one for toys and the other for cartons; The structural area is mainly to train children's thinking ability, and they can use their own brains to create. Children can build anything they want with cartons or toys.
Let children know that a healthy baby is a healthy baby with mental health and strong body from an early age, let children know about the prevention and self-protection of some diseases, and master some simple self-help methods in the game. In the outpatient area, first let the children know the basic steps of going to the hospital for medical treatment: registration, medical treatment, payment of medicine fees and treatment fees; And knowing that the hospital is not a good place, let the children protect themselves from getting sick, learn some common sense of disease prevention, and become a doctor, giving you an injection to see a doctor.
The scientific exploration area is mainly for children to actively think, find and solve problems, develop their intelligence, enhance their knowledge, improve their hands-on ability, give full play to their initiative and creativity, and develop their communication and problem-solving skills.
Through hard work, although the children's game level has improved, there are still problems in many aspects, such as some children will imitate each other in the workplace and their brains are not enough; Therefore, in the future game development process, we should organize various forms of children's activities to stimulate children's interest in the game. We intend to add games, competitions and other forms to children's activities. Classes can learn from each other through in-depth exchange activities, so that each activity area can be presented exquisitely and children can enjoy the fun of the game. Let every child improve himself in happy game activities, and let the children's game level in our class rise to a new height.