Materials are the material media for corner activities and the foundation for children to construct knowledge. They play the role of bridges. Only through it can we achieve the educational goals of educational activities. Whether the materials are interesting, changeable and operable, and whether they conform to the characteristics of children's physical and mental development directly affects whether children can actively participate in district corner activities. Let's discuss the design of corner materials in kindergarten. For more information, please continue to pay attention to our fresh graduates training network.
1, the material should be hierarchical.
The delivery of corner materials should take into account the physiological characteristics of children of different ages and meet the requirements of different children to the greatest extent.
According to different children of different ages, there are also differences in the delivery of materials in the same corner.
For example, in the field of mathematics, middle school students are required to learn simple concepts such as number, shape and spatial orientation, and learn simple methods such as comparison, classification, sorting and measurement. Therefore, in the transfer of materials, teachers should consider and design a series of operational activities, such as? Graphics and numbers? (According to the numbers and numbers on the diagram, find out the corresponding numbers and put them on the diagram). Ordered flowers? (insert flowers into foam board according to a certain color, size or shape), etc. In addition to cognitive activities, children in large classes have to learn to use simple mathematical concepts, so the materials put in by the district corner teacher also have a certain depth.
Secondly, children of the same age have different requirements for materials because of their different abilities. Therefore, different materials should be provided in the same corner to meet the operational needs of all kinds of children. Children can choose their favorite materials to operate according to different materials provided by teachers. From this, we also find that due to the differences in children's abilities, the operation methods of the same material are different, and each has its own? Ace.
2. Ensure the quantity of materials.
The materials placed in the corner should not be varied, but they should not be too single. They should be closely combined with children's age characteristics and development level, and should be guaranteed at the same time. In this way, children can choose and operate according to their own wishes, interests and abilities.
According to the number of children in each activity area of the class, determine the number of materials placed in each corner of the class. For example, when the small class created a corner, it designed a book corner, a doll house, a living area and a construction area, and each corner distributed materials according to the proportion of four people.
According to the ready-made materials and the materials collected by parents, set up several sets of operation activities in the corresponding corners. For example, there are three kinds of activities in the entertainment area (shooting, playing with sand and fishing), five kinds of toys in the construction area and six kinds of activities in the living area (feeding, dollhouse, folding clothes, etc.). ).
3. Dynamic properties of materials
In addition to a certain amount of material, the material in the corner should not be static, but should be constantly replaced and added with the improvement of children's ability and the change of theme to make it dynamic.
When we create district corner activities, there are some relatively static district corners, which are set by teachers according to children's development goals.
For example: puzzle area, math area, etc. But some corners are dynamic, and their contents are often closely related to the theme, and constantly change and adjust with the continuous replacement and deepening of theme activities, such as art design area and science area. In the corner, we can put some operational and exploratory contents in the theme, as well as materials, articles and newly accumulated experiences collected in the theme activities, giving them new goals and requirements.
In addition, materials should be adjusted at any time according to children's interests and development level. When children can easily complete the task in a corner, or the theme of this corner has been ignored for a long time, then teachers should consider adjusting the teaching materials. Small class children's attention and interest last for a short time, so teachers should use fresh materials to stimulate their interest and make them not feel bored and bored.
4. Low-structure materials are easier to handle.
High-structure materials are standardized and precise, with clear goals. Children can realize and test their own operation results in the operation. However, the focus of corner activities is not on operating procedures and results, but on letting children try different methods and approaches through ever-changing materials, and low-structure materials just meet this requirement. Therefore, attention should be paid to the collocation of high and low materials in the transportation of materials. In the corner of materials, there are both ready-made materials bought and self-made activity materials; Both finished and semi-finished products should be placed.
For children, corner activities are free games, and they can be played as they want. For teachers, the layout of corners and the input of materials should reflect certain educational intentions and requirements. A series of creation and input are aimed at stimulating children's interest in the surrounding environment and guiding them to operate and learn.
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