(1) Organize the contents of the study area to make the materials more scientific.

In order to give full play to the experience and expertise of teachers in the group in the production and delivery of personalized learning materials, each class chooses an area for practical research. Determine the first category as the calculation area, the second category as the art area and the third category as the language area. Through class-based learning, give full play to the advantages and specialties of each class, and establish excellent practical research. At the same time, the content and requirements of each key area are sorted out, such as the requirements of computing areas in the fields of number, quantity, graphics and space, logic and relationship; Art areas are listed by shape, color and composition. Language areas are sorted out in reading, literature, expression and conversation. By listing the content requirements of the three regions, teachers can make the production and delivery of personalized learning materials more targeted and the delivery of materials more scientific.

(2) List the material delivery strategies to make the materials more in line with the development of young children.

1. Embody emotions

When creating personalized learning materials, we should try our best to capture and excavate the meaningful information in children's lives, integrate the living materials experienced by children, give the materialized materials vivid, vivid and true emotional significance, and make personalized learning activities full of rich life colors and emotional warmth. For example, classified socks created by a small doll are collected by children and placed in this area. Children arrange socks into corresponding pictures according to their size, so that children can experience the joy of labor in the process of arranging socks. The "Dressing up the New Year Tree" created by Class 2 in the art district combines the exquisite gifts and colored lights on the Christmas tree that children see in real life. The teacher moved the Christmas tree into the classroom, and asked the children to decorate all kinds of colorful gifts, colored lights and lanterns on the New Year tree, so that the children could experience the happiness of the New Year and create a happy atmosphere of the New Year.

Step 2 reflect balance

The environment and materials should be balanced, taking into account children's basic experience in various fields and the needs of current development.

(1) Balance of material properties. Materials should pay attention to the balance between low-structure and high-structure materials, such as the balance between semi-finished toys and finished toys, and the balance between natural objects, waste materials and various toy materials. For example, in the language area of Class 3, there are finished books provided by teachers. At the same time, books made of waste materials, books made of potato chips barrels and books made of scouring pad are also created, which reflects the balance between semi-finished products and finished toys.

(2) Experience the balance of development. When creating the content of environmental materials, we should pay attention to the foundation and acquisition of children's previous, present and future experiences. For example, the content of material creation can include previous themes, ongoing themes, and the infiltration of theme experience to be done. For example, in the art area of Class 2, in the process of developing the theme of "Apple and Orange", there are not only the materials provided by the previous themes of "Good Friend" and "Dressing up a Friend's Skirt", but also the materials of "Happy New Year" and "Dressing up a New Year Tree" with the theme of this apple and orange. Teachers pay full attention to children's past, present and future activities in the process of material transmission.

3. Reflect life.

The material should be life-oriented and family-oriented, and the material can be taken from the child's life or returned to the child's life. For example, in the art area of Class 2, children dress up as dolls with apples and oranges, and in the education area of Class/kloc-0, they practice the familiar CDs in children's lives in the matching of butterfly wings. The creation of "Bottle Baby Looking for Home" collects Yakult bottles that children have eaten, medicine bottles that are sick and take medicine, and so on. Through the creation of items that these children have seen, used and eaten in real life, the materials put in are closer to children and more attractive to children to operate.

Step 4 reflect the dynamics

The creation of materials has dynamic space, which can be added, deleted and adjusted in time according to children's interests and development needs.

(1) The material play is changeable. For example, there are three ways to play the story theater in the language area (with the help of the group work in the center of the area): play 1: according to the story content in the theme activity "Little Frog Listening to the Story", select the characters in the story, and let the children speak and operate while consolidating their understanding of the story content. For example, a small fish is listening to the moon telling stories, and a small frog croakes. I want to hear stories, too. The little fish said to the little frog, "Stop arguing. Listen to the story quietly. " . The little frog proudly said, quack quack, you don't care about the moon, and her mother-in-law walked away angrily. Play 2: Children choose a single picture to put on TV, and tell the picture content in simple sentences; And provide children with pictures and magnets of various small animals, and children can distinguish them while operating. Game 3: Children choose their favorite puppets and perform simple story performances in the "small theater". This kind of material allows children to constantly change the way they play according to the items provided by the teacher.

(2) Adjust the materials in time. In other words, the provision of materials reflects the gradual progress, from easy to difficult, from simple to complex. For example, the material "Feed Rabbits" created by 1 class, children feed rabbits with food with corresponding graphics according to the graphics on their heads. If the rabbit's head is triangular, feed the rabbit with triangular food and practice the collocation of children's figures. However, after the high-structure activity "Hungry Snake", the teacher put two identical semicircles into a circle and two identical rectangles into a square, which improved the difficulty of material operation and expanded the children's experience.

(3) The materials shall be updated in time. Children like fresh things, so the materials in the area should be changed frequently to ensure the "freshness" of the materials in the area. Small classes carry out two themes every month, so the regional materials are constantly changed around the theme, and the operability and "freshness" of the regional materials are always maintained, thus constantly inspiring children to participate in regional activities. Children in small classes are mostly parallel games. When creating a new material, teachers need to put in multiple copies of the same material for children to operate and play. At the same time, according to the advancement of children's experience, reduce the number of this material and increase the newly added material. Through the timely updating of the material, it is more in line with the needs of small class children's games.

Step 5 reflect diversity

The provision of materials should be multifunctional, which can not only stimulate children to interact with them independently, but also help children to actively interact with their peers.

(1) Multi-operating platform. For example, the operation of materials can be carried out on the desktop or on the counter. Children can operate on the floor mat, interact on the wall, or even hang in the air, so that children can stand and operate.

(2) Various materials. For example, the art area is also a "rabbit paste". Teachers can provide white crumpled paper, or paper towels, which are softer, or hard lead drawing paper for children to paste. On fruit rubbings, teachers can provide plaid fruit packaging bags for rubbings, as well as foam paper for rubbings. The materials provided are varied.

(3) The materials have diverse functions. For example, in the materials for feeding rabbits created by 1 class, children feed rabbits with food with corresponding figures according to the figures on their heads, and communicate with rabbits in language during the feeding process. For example, "Hello Rabbit, I'll give you a round moon cake". "Hello Bunny, I'll give you a square cookie" material not only accumulates children's mathematical experience, but also exercises children's language expression ability, which embodies versatility.

(4) Diversity of materials. The presentation of materials should be diversified. The presentation of materials should be convenient for children to take and play. Some materials need baskets, and some are put directly in the cupboard. Another example is the books in the book bar. According to the form and content of different books, some are placed on the shelves, some are hung on the walls, and some are hidden in boxes.

6. Reflect the hierarchical structure

The materials put in have distinct characteristics and differences at different levels (age and development), which can make different children get experiences in line with their "zone of proximal development". It is necessary to consider different levels of materials such as children's ability differences, experience differences, gender differences and personality differences. If it is also a puzzle, the teacher provides the bottom tips of the puzzle, some are full pictures, some are shapes, and some are numbers. By providing different levels of materials, children can operate and learn.

(three) the actual investigation of the assembly room, to verify the rationality of the materials.

From June+10/October, 5438, Class 1 1 Senior High School carried out the practice of building houses in the calculation area, and made a practical study on the quantity ratio, material design and adjustment of regional materials. On June 165438+ 10, Class 2 carried out the practice of tidying rooms in the art district, and discussed the design of regional content and the delivery of materials. In February, 65438, Class Three carried out the practice of building a language area, observing and discussing the creation of diversified materials. By creating parent-child books, scroll books, drawing books and other materials in the language area, the creation of the language area of Class Three is more abundant and reasonable.

Second, what we have gained.

Through the practical research on the effective delivery of materials for individualized learning activities in small classes this semester, both children and teachers have made certain improvements and gains, as follows:

For young children:

1. stimulates children's interest in learning. The newly introduced operational data can quickly generate interest in exploration and put it into bold practical operation.

2. Give play to children's autonomy. By creating operating materials that meet different children's needs, children's personality can be fully developed, their needs can be met, their initiative in learning can be brought into play, and their individual differences can be respected.

3. Improve children's ability to solve problems. In personalized learning activities, when encountering problems and difficulties, children can no longer rely on teachers, but can find their own solutions and sometimes ask their peers for help.

4. Develop children's creativity. By using different functions of the same material or different ways of playing the same material, various experiences in children's lives are triggered, and children are encouraged to seek differences while operating the game and make initial creation.