Reflection on the teaching of regional activities in large classes 1 Regional activities create colorful, multi-functional and multi-level game activities, which are free to choose. And let every child have the opportunity to contact the environment that suits his own characteristics and assimilate the outside world in his own unique way. The biggest feature of corner activity is to give children free play space and long-term independent play atmosphere, which is an activity for children to learn, discover and improve themselves. At the same time, it is flexible, can meet the needs of children's development, and is an effective form of personalized education. Therefore, corner games are children's favorite.
Whenever children enter the game area, they quickly enter the role. Some of them read books, some play gobang, some happily build blocks and play with plastic inserts. They often show me the built building blocks and tell me happily that they are building cannons, planes and pagodas. I am also very happy to watch the children playing happily. Because in this environment, children can give full play to, release and conceive their own whimsy. So, whenever there is a regional competition, the children will shout? Long live? You will soon get into it and enjoy the fun of the game. Because here, they are the masters of the corner, accompanied by pleasure, happiness, excitement and satisfaction. Cultivating their interest in self-development is also our original purpose. In this process, we can learn about children from many aspects and observe the differences between children keenly. So as to teach students in accordance with their aptitude and carry out educational activities more effectively.
However, in the regional corner activities, we also encountered many problems.
Question 1: A lot of materials were prepared, but the children neglected or operated carelessly. The reason for this phenomenon may be that the activity itself is not interesting, monotonous and difficult (or too simple) to operate. We strive to increase the interest of the activity and adjust the activity materials in time. In addition to considering the needs of education, children's interests and development needs can also be ignored. By consulting with children, you can update rich materials and make children feel that they are the masters of regional activities. Of course, the materials of regional activities should also be exploratory at different levels, and the materials should take into account the individual differences of children.
Question 2: We may give improper guidance, or we may be eager to give guidance, so that the opportunity for children to explore independently is quietly lost, and the district corner activities lose their due value. To solve this phenomenon, we must first establish the concept that children are the main body of regional activities. Only in the process of independent activities can children fully experience their own existence value and get better development. In the corner activity, the whole process of the activity is mainly the process of children's spontaneous generation, free imagination and active creation of long and bold expressions. Leave enough time and space for children to explore and ask questions during the activities, and give them positive expectations.
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 from two aspects: first, whether the teachers themselves are suitable for environmental innovation and whether 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, what level of effectiveness and cooperation children have reached 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.
Reflection on the teaching of regional activities in large classes Model essay 2 Through the teaching and research study of regional activities in kindergartens, we know that the so-called district 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 purposefully and planned, and children choose activities content 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 the level of effectiveness and cooperation in the game, what problems still exist and what kind of help they need, so as to 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.
Reflections on the teaching of regional activities in large classes Model essay 3 In regional activities, teachers are both observers and guides. We support and encourage young children to explore and manipulate materials spontaneously, and give them some help and guidance at any time according to their performance in the region.
We establish regional activity routines to guide children to carry out regional activities independently and cultivate their self-discipline ability. In order to make children adapt to regional activities and participate independently, two teachers and a nurse in our class are scattered to various regions for purposeful guidance during regional opening hours. The teachers expressed joy and encouragement for every creation of the children, creating a relaxed and harmonious environment for the children. In addition, in terms of regional guidance, we strengthen regional cooperation, mutual penetration and mutual promotion. Although different areas are relatively independent, they can be interrelated, which enhances the interest of activities and keeps children interested in activities.
For example, we guide children to print small fish in the art corner and send them to the doll's house to make garlands for the performance corner; Math corner guides children to learn regular sorting and gives regularly decorated necklaces to dolls at home. Children are very interested in these activities, and it is easy to acquire corresponding knowledge by doing and playing.