Basic Connotation of Corner Activities in Kindergarten
Teachers use the game function to create situations in corner activities, so that children can choose, operate and learn independently in the form of individuals or groups, so as to use, accumulate, correct and express their own experiences and feelings in the interaction with the environment, and gain a game-like experience while gaining physical, emotional, cognitive and social development.
As far as children are concerned, this is an open and low-structure activity. Children can be guided by their own interests, needs and will. The content, time, rhythm, order, partners and rules of activities can be decided by children themselves or discussed and coordinated with their peers. Activities are realized and generated in the process of playing with and operating, exploring and discovering, communicating and asking questions.
For teachers, it is an activity organized by teachers based on their understanding of children's interests and needs, which embodies certain educational value. Teachers will infiltrate their leading role through environmental creation, material transmission, suggestions on the content and form of activities and the influence of partners. Different from the previous "canned" planning activities, it requires teachers to "follow the children" at all times. By observing the children's activity process, understanding the activity results and adjusting the activity plan, the content and materials of the corner activities can be better positioned in the children's "nearest development area", and then the children's independent learning and experience improvement can be promoted more effectively.
Significance and value of corner activities in kindergarten
Significance and value of corner activities in kindergarten curriculum
First, expand the organizational form of the course.
For many years, the kindergarten curriculum is mainly oriented by the goal model, and the educational tasks and activities are mainly implemented through a single collective education organization form. Therefore, in some teachers' ideas, collective education activities have become the main carrier or the only carrier of the curriculum.
Although collective education activities have certain advantages. However, in the practice of taking it as the main form of educational activities, there are also some drawbacks and shortcomings: for example, because of overemphasis on the results of activities, educational content is directly transmitted or instilled in children; Can not effectively promote the development of every child and student at different levels of development; At present, the biggest problem in early childhood education is that children's individual differences are not paid enough attention. We blindly ask every child to study in the same time and space, and the educational method does not really pay attention to the existence of individual differences of children, nor does it adjust the educational method according to the differences of children. It can be seen that it is extremely limited to implement the curriculum only in the form of collective education activities and really promote the development of children.
District corner activity is an expansion of the original curriculum organization form, which can provide more personalized and targeted education programs for each child.
Every child is a unique individual, and the differences of each individual are not only differences in age and cognitive ability, but also differences in psychological characteristics, cognitive structure, learning style, growth experience, family background and many other aspects. Therefore, the implementation of education must follow the characteristics and differences of children, and district corner activities, as a form of educational activities focusing on children's personalized learning, can ensure that children provide rich materials with teachers to meet their learning interests, needs and more personalities.
Second, balance the content system of the course.
China's kindergarten curriculum focuses on promoting children's physical, cognitive, emotional, personality and social development, and fully embodies health, language, art and society in the implementation of educational activities.
Compared with collective education activities, district corner activities have the characteristics of open environment, rich materials, wide content and free form, and pay more attention to the process of children's experience construction and the selectivity of children's independent learning. For every child who takes part in corner activities, he can learn and accumulate individual experience according to his own internal needs, development speed and work rhythm, and he can also share and communicate with his peers and groups while constructing himself, so as to better grasp the relevance and order of things and grow together.
Therefore, district corner activities can be combined with many activities in content and organization, especially some content systems that need children to operate, explore and discover themselves, which can undoubtedly play a role in making up and balancing.
For example, the current kindergarten curriculum takes theme activities as the main line, which changes the way of organizing educational content based on mathematical knowledge system in the past, but skillfully integrates the learning content of mathematics into the overall background of the theme, so that children can master the learning, expanding and applying mathematical knowledge points in the process of solving practical problems in situational activities, which undoubtedly strengthens the practical application effect of knowledge.
Significance and value of regional corner activities to children and teachers
First, subject participation is conducive to promoting children's autonomous learning.
Regional corner activities are the best way to maximize the development of children's autonomy and initiative. In corner activities, children can carry out independent activities according to their own interests and abilities, and the learning environment is relaxed and free. In the semi-closed barrier, children can freely choose, fiddle, operate and explore, and accumulate and construct their own experiences and feelings through practice.
In addition, corner activities also have unique temporal and spatial characteristics, which also helps to promote children's autonomous learning. In space, each child is allowed to walk freely in a certain area and space and choose corners independently; In time, let each child carry out activities according to his own learning speed, which can not only complete several different learning materials and contents, but also operate the same learning materials and contents through several activities, which is an important embodiment of children's full enjoyment of autonomy and promotion of children's learning autonomy.
Second, positive reflection is conducive to promoting teachers' professional growth.
As regional corner activities are educational activities of individuals or groups, teachers face every child in regional corner activities. In the process of corner activities, teachers can start from children's development needs and interests, strive to improve children's educational behavior and ability, and change from children's learning guides to children's learning guides, so as to fully tap children's learning potential.
District corner activities provide teachers with a way to promote independent thinking and improve their professional ability through positive reflection and positive interaction between teachers and students in a limited time and space environment.
In a word, district corner activity is one of the main new ways of kindergarten education. As an important form of educational organization, it is of great significance and value in promoting children's subjective consciousness and teachers' professional growth.