The setting of kindergarten activity area needs teachers to comprehensively consider the age characteristics of children in this class, the needs of children and the specific situation of the region and kindergarten. Let the activity area have class characteristics, taking into account artistry, education, development and diversity. As a teacher, we should create a relaxed and free activity environment for children and let them enter the activity area created by the teacher independently. In the activities, teachers should let children boldly participate in district corner activities, and gradually integrate the contents of collective activities into district corner activities, so that children and partners can explore and learn together, improve on their own basis and promote their all-round development. Teachers should observe children's activities in the activity area purposefully, understand what children really like and dislike, and take measures to guide children to actively participate in and like corner activities, so that children can get the greatest development in corner activities.
For example, at the beginning of spring, Yaya takes her small potted plants to the kindergarten to share with her friends. "The little flower is really beautiful." "Look, look, this leaf just came out, but it didn't come out last night." "How can it grow taller? Is there much water? " Seeing that the children are very interested, I first set up an "interesting plant" section in class to let the children improve the courseware and understand the process of making plants. After school, I set up a "Botanical Garden" theme corner activity in the corner of the class. Please bring your favorite plants to the kindergarten, and the children will observe and record the production process of plants together to understand the growth characteristics of plants. In the activity area, pictures and words of plants and flowers made by children themselves were posted. All the children in this area like it very much. Some of them can't wait to go to the botanical garden to observe their plants as soon as they come to kindergarten in the morning. Some children pay attention to watering flowers and planting grass every day, which enhances their sense of responsibility and develops their abilities in an all-round way.
Second, teachers should provide selective, purposeful and interesting activity area materials.
After creating a reasonable activity area and taking into account the age characteristics of the children in this class, teachers should understand the objectives of the activity, choose materials to put in the activity area, and put in operational materials that can promote the development of children. Every child has different family background, cognitive level, experience and ability. The biggest feature of corner activity is that it can provide suitable activity environment for children with different abilities and interests. Therefore, according to the physical and mental characteristics of children of different ages, we should put different levels of activity materials in the activity area, so as to be truly targeted. When placing materials, we should pay attention to providing materials with different difficulties, and give full play to the advantages of active materials according to the requirements of from easy to deep and from easy to difficult. According to children's different abilities, provide activity materials with different operation difficulties, which is convenient for teachers to give targeted guidance and help to children with different abilities, better teach students in accordance with their aptitude, and promote children to improve at the original level to varying degrees.
For example, in the "Science Corner", teachers can provide children with some toys or concrete things with scientific knowledge images. The most important thing is to provide children with interesting materials that can stimulate their desire to explore, such as prisms, wooden bottles, hourglasses, scales, wonderful turntables and so on. In the "math area", teachers can put in more varied geometries, such as mineral water bottle caps, broad beans, colored pebbles, sorbet sticks, beads and so on. You can also give children some Montessori mathematical operation tools, beads within 100, which can make children on and off, feel the relationship between the total number and the number of points in the operation, and cooperate with the operation of digital cards to let children further understand the true meaning of numbers within 100 in the process of hands-on practice, and at the same time consolidate the color. Children can play whatever they like, never tire of playing, and enhance their interest in learning and exploration.
Third, teachers play a leading role in giving children timely and appropriate guidance.
Children's participation in corner activities is very high, so it is very important for teachers to observe and listen patiently, so that they can find out the situation of children in activities in time so that teachers can adjust them in time. In observation, teachers should pay attention to children's points of interest. What fields of games do most children like, what content do they like, what materials do children like best, and so on. ), and what situations in the game require the teacher's intervention.
How can we guide children at the best time? For example, in the theme corner "We are all good friends" created by the teacher, the teacher provided various related pictures (children and good friends, birds and trees, gloves and hands, umbrellas and rain boots, teapot and teacups, socks and shoes, etc. ) When the teacher put these operating materials and related materials and pictures in the activity area, the children immediately became interested, but they just played with a picture, but they didn't think of matching them. At this time, the teacher patted his hand and asked, "Who is the bird's good friend? Shuai Shuai was busy looking for a picture of the big tree, and then some children gathered around! On the basis of observation, teachers can capture valuable content in time and guide children to further explore and discover, which is the leading role in promoting the development of children's games.
Fourth, teachers should evaluate children objectively and loosely in activities.
There are many kinds of evaluation activities organized by teachers, and the timing of evaluation is different. Teachers can guide children to participate in the evaluation, which can give full play to the leading position of children in district corner activities and give full play to the interaction between children. In small classes, the evaluation form of activities is mainly teacher-student interaction. With the growth of age, evaluation activities can gradually increase children's participation opportunities and enhance the activities in children's evaluation.
On the basis of observation, it is particularly important for teachers to record and reflect in time. Whether the environmental creation is appropriate; Whether the layout is reasonable; Whether to adjust the provision of materials; Whether the intervention in the game is timely or not. In addition, where is the child's interest, what kind of experience the child needs to accumulate in the game, what problems the child has in the game, what kind of help he needs, and so on. With the records of analysis, reflection and adjustment, we can reflect the value of observation and guidance, help teachers discover the value of district corner activities and promote the further development of children in such activities.
In short, kindergarten corner activities should be carried out reasonably and effectively according to local characteristics, children's different age characteristics and different development needs, combined with educational objectives. Teachers should have strong love and responsibility, master certain theoretical knowledge, and be good at summing up experiences and shortcomings in practice, so as to carry out kindergarten corner activities vividly and effectively.