Choosing regional activities in the morning is part of children's play in the garden. It is the beginning of a day's education and teaching activities in kindergarten. It is necessary to carefully organize the morning meeting every day so that every child can actively and happily participate and gain new gains every day. In order to let children enjoy the morning activities easily, we have adopted the policy of letting children freely combine and choose. For example, if some children are willing to paint, let them freely imagine painting; Some children like to play with colored mud, so let them freely pinch and shape their images; Children who like to play with building blocks can build tall buildings at will. Therefore, we will make preparations in advance, understand children's hobbies, and prepare all kinds of activity materials before children come to kindergarten, so that children can participate in activities as soon as they arrive at kindergarten. During the activity, pay attention to observe each child's interest, individual language development level and communication ability with peers, so as to teach students in accordance with their aptitude, help children solve problems encountered in the activity and make the activity go smoothly.

Whether it's a role game, an education corner game or an optional activity in the morning, we will make a summary and evaluation after the activity. There are many ways to evaluate, sometimes the whole class, sometimes the group, or the children evaluate themselves, and the teacher can guide them. The independent evaluation of children is mainly to encourage children to express what they have seen, heard and felt in the game and share it with their peers. For example, if the teacher encourages, encourage the children to say, "The building you built is really high. Can you tell me about your architectural experience? " You have fun playing games. Will you tell us the happiest and most interesting thing in your game? ""What problem did I find? "? What else should I do to play better in the future? I think who plays well and who doesn't. Another example is: "Which group of children packed their toys fastest today?" "I found that some children didn't put away the toys of the original game before going to another game when they changed games. The next event can't be like this anymore. " "What new skills have you learned?" "What else do you need to do to make the next game more enjoyable?" Wait a minute.

Of course, there are still some problems that need our attention and improvement in the game activities this semester. For example, when assigning game roles and tasks, we will designate several children with strong ability as the person in charge, and the person in charge will invite others. We found that when the person in charge walked around the class calling his partner, most of the children stared at them nervously, held their little hands high and said, "Me, me!" " "However, every time some people are called away, the rest are often poor routines or weak abilities. The rest of the children are often arranged by teachers: reading books and playing with plastic inserts. Depressed, sad and dissatisfied, all kinds of expressions will immediately appear on these children's faces, and those summoned children may be dissatisfied with the role designated by the teacher or the small person in charge.

In practice, we realize that games stimulate children's interest in learning and increase their knowledge of life. In the future game activities, we will strengthen the observation and guidance of children's games, so that children can grow and learn happily in the games.

2. Summary of outstanding large class regional activities

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 a good example of children playing in middle school, learning to play and entertaining.

This semester, according to the age characteristics of children, our class set up a puzzle area, a science area, a handicraft area, a building area, a reading area, a performance area and a living area, and gave different names to the same activity area, such as; "Taobao House", "Think about it" and "Try it". Our class insists on playing games every day, guiding children to use their hands and brains and actively interacting with materials. Interest in children's activities is very high.

First of all, the "activity area" provides the possibility for the development of young children. Because children choose their own activities, their wishes and interests can be satisfied, and it is easy to devote themselves to their favorite activities.

Second, the design of the "activity area" content must conform to the age characteristics of children in each class and adapt to the educational goals. Large classes pay attention to strengthening intellectual training. Different activities have relatively stable activity areas, and corresponding materials are put in. Each activity area constantly supplements or updates the content according to the children's activity effect.

Third, in the construction of the activity area, consider the collocation of soft and hard materials. Such as soft materials, construction areas, covered with foam mats, with an average of 50 foam floors per shift. Children really feel comfortable when they enter the building area. The delivery of hard objects should be scientific, beautiful, reasonable and educational, such as the supermarket items in our class.

Fourth, in the creation of the activity area, we should pay attention to education, and the focus of activities every month is reflected in the activity area. If you want to exercise your child's muscles, put some flour, plasticine, etc. Let the children practice the muscles of their small hands in the "activity area".

As soon as the activities in the "activity area" are carried out, we put the routine training in the "activity area" in an important position. We have set up a "wish list of regional activities" for children, and no children can choose games according to their own interests. In addition, we also gradually cultivate children to cherish toy materials, and toys will be put away and put back in their original places after use. We should not only be neat and orderly, but also learn to cooperate, share, take turns, wait and not compete. ...

Colorful "activity area" activities have played an irreplaceable role in cultivating children's language communication ability, observation, imagination, children's hands-on operation ability and creativity. For example, in the "building area", children can freely build their most satisfactory buildings in a small area every day, such as "high-rise hotels", "exotic zoos" and unique "big boats".

Teachers play a leading role in "activity area" activities. Pay attention to arouse children's enthusiasm, in addition to helping some children choose activity areas, but also pay attention to observe each child's activities. On the basis of taking care of all children, give important and individual guidance. We suggest giving every child a chance to express himself. When summing up and evaluating the activities in the activity area, we should pay special attention to making every child feel the joy of success. ...

Although children's game level has improved, there are still many problems. For example, some children imitate each other when they are active in the work area, and their brains are insufficient; 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.

3. Summary of outstanding large class regional activities

In regional activities, teachers should also pay attention to the leading role of educators, clarify their responsibilities, and exert a positive influence on children purposefully in activities. Be mentally prepared for what the child wants to do, how to do it, and what the child may do. We should not only be the defenders of discipline and the embodiment of rules, but also supervise and judge children's behavior outside activities. Instead, we should pay attention to the potential educational factors in the activities and fully realize and give play to the educational value of regional activities. We need to pay attention to children's emotions, behaviors, environment and the interaction between children. For example, why do children frown when operating? Did you encounter any difficulties? When children are found to have difficulties in independent activities, they should be given appropriate help to help them realize their ideas and improve their original level. Only in this way can we give them more space and achieve the purpose of studying in a free atmosphere.

4. Summary of outstanding large class regional activities

In the regional activity room, we set up a building area, a book corner, an art corner, an educational area and a children's chess room. These activity corners not only provide children with opportunities and space for activities, but also increase their knowledge, develop their intelligence and strengthen their ability to use their hands and brains in the process of activities. For example, the Art Corner in our class is the place where children are provided with art activities. Children's observation, imagination, creativity and aesthetic ability have been exercised and developed in activities such as painting, clipping, origami, shaping and making. And there is also a display area in the art corner, so that children's works can be well displayed. In the book corner, in addition to extracurricular books, we also put books for children to study everyday, so that children can learn in class, enrich their extracurricular time, and at the same time get the consolidation of classroom knowledge outside class. In addition to fixed toys, we will also add some toys made of waste materials related to the theme according to the theme. For example, children in the bright-eyed world will make colorful gyro toys with our help. In the colorful world, we will let children collect candy paper and let them experience the fun of "I am a lighting engineer" with a small flashlight. At happy moments, children bring scarves, glasses and so on. And put them in the corner of the community, so that children can get the happiness of dressing up as clowns at any time. Of course, while letting children play well, we also don't forget to cultivate their labor consciousness. Let them tidy up their sports equipment after the game, put it where they bring it, and praise the children who have done well in time.

5. Summary of outstanding large class regional activities

Outdoor regional activities are also regional activities using outdoor natural environment. Compared with indoor regional activities, it has the advantages that in outdoor regional activities, children's activity space is several times that of indoor activities, with little mutual interference and very large space for free activities. Children can fully develop their personality and stimulate their initiative and enthusiasm for exploration in a psychologically free and safe environment. With a broad outdoor environment, we can better promote the interaction between children and the environment. Because of the venue, some materials that were originally difficult to enter the classroom may be good "playmates" for children outdoors. In the construction area, children can not only use all kinds of building blocks for activities, but also build houses and stoves with real blue bricks full of local flavor, and cook with straws picked up from farmland. In the hands-on area, in winter, children twist straw into ropes to dress grandpa tree, and weave all kinds of interesting grass people and small animals with grass; In autumn, children pick all kinds of wild flowers and reeds on the grass for flower arrangement; Children in the sketch area are naturally happier. Insects in summer, fallen leaves in autumn and snowflakes in winter are all materials for their paintings.

To sum up, this semester, our senior class team, in line with the Outline, "be close to animals and plants, observe, understand and care for them, and have the consciousness of loving nature, cherishing natural resources, caring for and protecting the environment" and "contact with natural substances such as water, soil, sand, stone and wood, observe and feel natural phenomena such as wind, thunder, rain, snow and electricity, and understand them. Try to carry out the experimental research on outdoor regional activities: through the research on the objectives, contents, forms, methods and evaluation methods of outdoor regional activities, explore a form of children's independent play with our own characteristics, and create a happy and fulfilling growth environment for children.

6. Summary of outstanding large class regional activities

Time flies, and in a blink of an eye, the children have grown up and are about to leave kindergarten and become primary school students. Looking back on the regional game activities this semester, I found that children learned a lot in the regional game activities in kindergarten.

First of all, in kindergarten regional game activities, we create a relatively free game environment for children to enjoy, guide children to carry out activities independently, and let children learn to interact and cooperate with peers modestly and politely through the study of regional activities, so as to build a harmonious peer relationship and teacher-child relationship. According to the age characteristics of children in large classes and the teaching plan and theme of this semester, our class has set up a role area, a building area, an art design area, a performance area, a puzzle area, a math area and a reading area. During the one-day activity, we insist on playing regional games every day to guide children to use their hands and brains and actively participate in activities. Cooperate and coordinate at home, * * * cooperate with the preparation of game materials, give children enough room for development, let them express freely and communicate independently, and fully mobilize the enthusiasm of children's games. As teachers, we carefully observe the individual differences of children's development, observe the situation of children's game activities at any time, and give timely guidance and help to meet children's needs. Let children evaluate their own activities, develop their language ability and promote the better development of regional activities.

Secondly, we invest different game materials every month according to the development of different themes, so that children can consolidate the skills taught by teachers in the game. At the same time, you can also apply what you have learned to the actual game to guide your own game practice. Because our regional game development is closely combined with our education and teaching theme, our regional game activities are guided by theory and only carried out in an orderly way. In addition, because we will change or add different game materials with the development of different themes, children will have rich materials and strong maneuverability when playing games, which will stimulate their interest in the game and make them less tired of the game materials.

Finally, when creating role games, we should pay attention to the combination of various materials to meet the various needs of children. Self-centeredness is a remarkable feature of children, which shows that their interest in learning or playing games is determined by their interests and needs, and what they are interested in is also chosen according to their own wishes, not by adults. Children in large classes have experienced the game process in small classes and middle classes, and many simple game links have been unable to arouse their interest. Therefore, we have created rich life-like game situations for children and tried to make them feel the different interests and interests of the game.

7. Summary of outstanding large class regional activities

Although children in large classes can basically play role games or regional games independently, cooperation between peers has made great progress in small classes. However, in the development of regional games, I found that individual differences have caused great differences in children's learning, movements and psychological development, and because of the differences in heredity, education and environment of each child, children's needs are also different. Regional game activities should be suitable for each child's different characteristics, and it is the key for teachers to put in different levels of activity materials in a timely, moderate and appropriate manner. Through hard work, children's game level has been greatly improved, but there are still many problems. For example, this semester's vegetable market role area is the teacher's own preset area, mainly to train children's social skills and mathematical addition and subtraction ability within 10. Several children with weak mathematical calculation ability often make mistakes in the role game area and gradually lose interest in the game; In the art area, some children will imitate each other, and their brains are not enough; Therefore, in the process of developing regional games in the future, I will make targeted plans and programs for these problems. Based on children's life experience, I emphasize the maneuverability of materials, make materials adapt to children's characteristics and needs, stimulate children to actively interact with materials, thus developing and raising children's game level to a new level.

8. Summary of outstanding large class regional activities

In kindergarten, every large class does its best to carry out regional activities, give full play to the role of the district corner, and rationally arrange regional activity areas with their own class characteristics, such as performance areas, architectural areas, sports areas and so on. Developing children's different skills in different regions is much richer than the single skill goal of group activities. It is in these regional activities that children have increased their knowledge, which makes regional activities and collective activities interrelated and complement each other.

In the material delivery of regional activities, teachers should not only provide materials that meet the monthly goals and children's development needs according to their educational intentions, but also consider the universality, safety and development of materials. For example, flying chess and checkers in the puzzle area. Various headdresses and homemade related props in the performance area. Let children express themselves boldly through rich materials and media, and give full play to their imagination and creativity. Another example is the manual area: disposable tablecloths, colored paper, paste, scissors and so on. Put it in front of children to inspire them to use different materials to make clothes for girls in spring and stimulate their interest in making clothes.

At the same time, the activity materials are not only updated in stages, batches, and from easy to difficult, but also constantly attract children's interest in actively participating in activities, so that they always maintain a certain freshness and gain new experiences. Moreover, when setting up the area, we can pay attention to guiding children to participate, and give full play to children's main role by discussing with them the content of "generating" the activity area according to their cognitive characteristics, interests and monthly goals. For example, before the activity, the teacher showed a small robot made of paper, and the children were particularly interested, so the teacher and the children discussed with each other how it was different from the robots drawn in the past. How did this robot do it? In this way, cognitive activities that are "generated" according to children's thirst for knowledge are naturally formed.

It is clearly pointed out in the outline that "teachers become supporters, collaborators and guides of children's learning activities". In regional activities, the correct interaction between teachers and children is the most important. Before the activity, the teacher and the children reviewed the problems encountered in the last activity and the experience gained, so that the children can get greater development on the original basis. At the same time, the teacher introduced the newly invested Fuwa chessboard in detail, allowing the children to boldly try new content; During the activity, the teacher asked the children to choose the activity area according to their own wishes, let the children be the masters of the area, let the children operate and play with various materials according to their own wishes and abilities, and carry out personalized independent learning or negotiated exploratory learning. In regional activities, we should not only consider the mutual communication and cooperation between children, but also pay attention to the non-interference between children, so that children can concentrate on an activity and explore problems. For example, when recording their own pulse, children didn't finish their activities because of the noise in the nearby area, which was set together with the noisy area. The static and dynamic zoning is a bit unreasonable, and some improvements should be made in the future. After the activity, the teacher and the children shared their feelings about the activity and let them experience the joy of success further. At the same time, the content of an activity is analyzed in detail. For example, when recording hours, teachers can tirelessly introduce two different recording methods to children and ask, "Why are there two recording methods?" Problems, thus leaving an activity material that is more conducive to tracking.

9. Summary of outstanding large class regional activities

Regional activities are a good way to achieve the development goal of early childhood education in large classes. According to the age characteristics of children in this class, we have set up four activity areas for children: gourmet street, puzzle area, reading area and handicraft area, so that children can play freely and promote the development of various abilities. In the regional activities, I found through careful observation that no one came to the puzzle area to play "finding differences". This kind of game material is new. The game "Looking for Different" is rich in material and bright in pictures, which should make children like it, but why not attract children?

By carefully observing children's behavior, analyzing their psychological characteristics and thinking about the material environment in this regard, I have summed up the following reasons:

1, the material is boring.

The purpose of "finding differences" game is to cultivate children's observation ability, patience, seriousness and good habit of doing one thing. But many children came to have a look, looked through it and left at three o'clock. No one was interested.

2. Children lack a sense of accomplishment in activities.

Children in other activity areas have works to show to everyone after the activity, from which they can get a sense of satisfaction and happiness, while "finding differences" in the puzzle area has no works to show.

3, the material is difficult

Comparing two paintings or two objects and finding out the difference between them is very difficult for children in large classes, because this kind of activity requires children's patience, care and concentration to complete.

10. Summary of regional activities of excellent large classes

Through the teaching and research study of regional activities in kindergartens, we know that the so-called corner activities are simply group or individual activities, that is, teachers consciously divide the overall scope of activities into community activity spaces according to educational goals, put materials in a purposeful and planned way, and children choose activities and partners according to their own wishes, and actively explore exchanges. In this process, teachers should analyze and reflect in time, make observation records and conduct theoretical and practical analysis on the basis of observation and guidance. Among them, we can consider it from two aspects:

First, whether the teachers themselves, the environment creation is appropriate and the layout is reasonable; Whether to adjust the provision of materials; Whether the intervention behavior in the game is timely and timely, and whether it can promote children's play.

Second, children: Where are children's interests, what kind of experience children need to accumulate in the game, whether children have reached the level of effectiveness and cooperation in the game, what problems still exist and what kind of help they need ... Only through analysis and reflection can we reflect the value of guidance, help us discover the value of district activities and promote the further development of children in independent games.

At the same time, the theme and the district corner can be further organically combined and infiltrated, so that the theme can be generated and developed in the district corner, and the district corner can be enriched and deepened under the theme background, reflecting the integrity of the curriculum content and promoting the all-round development of children.