First, clarify the guiding role of teachers in regional activities.
Some teachers will unconsciously start to explain and demonstrate when guiding children to play games. This will have two consequences: first, because of the guidance of the teacher, the child is willing to explore with the teacher, and it is easy to lose interest in exploration when the teacher does not participate in the guidance; Secondly, teachers' guidance disturbs the fact that teachers are organizers and guides in the educational process. Teachers should observe children, understand their learning characteristics and development level, and study educational strategies on this basis to guide children to participate in exploration. The teacher's explanation weakened the children's original interest and reduced their enthusiasm for learning. After the curriculum reform, the most prominent regional activity is that teachers have changed from the role of conductor to various roles such as observer, recorder, enlightener and guide. Regional activities have great flexibility, which is helpful for teachers to master, and teachers naturally complete the sense of role transformation in this process.
For example, I provided all kinds of buttons in the math section for children to play with in groups. I didn't arrange game tasks before the children entered the corner activities, but let them play by themselves first. A week later, in the evaluation of corner activities, I asked the children to talk about how they played. Did you find anything interesting in the performance? Many children have talked about their own ways of playing, for everyone to see. Some arrange colorful buttons on their mother's necklace (in a regular order), some arrange buttons in a pattern sun (the colors of the inner ring and the outer ring are different), some divide buttons into different sizes and colors to play the game of buying buttons, and two children pile buttons higher than others. At this time, I praised the children's creative play and combed the children's activity experience, such as size, color classification, height, pairing and so on. Finally, once again, please let the children enter the corner to consolidate their activities. Many mathematical activities can be completed in this area. Many times, teachers are in the state of observers and recorders, guiding children and helping them solve difficulties at appropriate times, rather than forcibly interfering with their activities. In regional activities, children learn independently, usually using their own experience to try to operate and see if they can solve problems independently. At the same time, children can also find many unknown problems, and children have many opportunities to face difficulties directly and solve problems independently. As teachers, we should guide children to try some new methods instead of doing everything to replace children's thoughts and concepts. The teacher's suggestion is only a suggestion, and the child can choose to adopt it or not. Moreover, the teacher only guides the children to try some new ideas, helps them to think about problems from a new angle, or pulls them back from detours. The process of solving problems is still dominated by children, and the teacher is only the guide at this time. So what can we do to avoid the disadvantages brought by teacher guidance and give full play to the role of teachers? I don't think teachers should rush to interrupt children's activities and explain their views when guiding them. Second, first observe what children are playing, and then educate them according to their existing ideas, so that children can find problems themselves, constantly try to think about how to solve problems in the actual operation process, and stimulate children's desire to explore actively.
Two, the effective use of homework materials in the area, and guide children to actively explore.
Piaget believes that children are recognized by operation and provide them with educational operational materials to acquire knowledge. When designing and preparing homework materials, we should not only consider aesthetics and interest, but also consider the hierarchy of materials, that is, whether the materials can meet the needs of children at different levels of development, so as to promote the improvement of each child to varying degrees on the original basis. Mathematical thinking is produced by interaction with material in activities. Children's intrinsic motivation for learning comes from their interests and needs. Therefore, in mathematics regional activities, we should provide diversified, multi-level and multi-functional game materials for children to choose freely according to the age characteristics of small classes, stimulate children's interest in operation activities, and ensure children's active operation and exploration time. Let children operate with problems, and let children learn and explore according to their own level. This not only improves children's ability, but also gives full play to their subjectivity. It not only improves children's various senses, but also improves children's interest and understanding of mathematics, and develops children's mathematical thinking in activities.
For example, the theme activity "beautiful clothes", in the math area, I provide the following materials: the corresponding game size is just right, and the size is perceived by comparing the collocation of clothes and characters in the picture. Doll clothes compare the size of clothes by putting clothes on dolls, and also provide adult clothes, pants and hats, so that children can experience the taste of being a little adult and perceive the difference between adult clothes and children's clothes, and children are particularly happy to play. In this way, the materials in the region are effectively used to guide children to actively carry out exploration activities.
Third, teachers' language guiding role in regional activities
Children are in the stage of actively exploring the things around them, and they will have great interest in exploring new, unknown or slightly familiar things. If teachers can skillfully use language, design suspense, stimulate children's curiosity and thirst for knowledge, and praise and encourage them in time, they can better guide children to actively explore activities.
Such as: suspense language is very strange, what will it become? And so on arouse children's curiosity and stimulate children's interest in exploration activities. Words of encouragement: Try again, it may be better to use another method. You're almost there. Encourage children to further explore activities, especially those children with low self-confidence, introverted personality and difficulties in mathematics learning, and give them regular encouragement to make them feel successful. Chen Minzhang, a child in our class, is not interested in math activities. Every time he enters the corner, he runs away for a while. In a regional activity, I asked him to play a cake spelling game with me. He was happy to spell three pieces, but two pieces were difficult to spell. Only the pattern, color and size are the same can they be put together. He began to get impatient and stopped playing. I encouraged him in time: you are great today and you spell quickly. I believe. If you look carefully, you will succeed soon. With my encouragement, you will soon find the right one and complete the cake puzzle, which will stimulate his inner motivation to learn mathematics and enhance his self-confidence. He is also happy to invite his good friends to see his puzzles. In the later regional activities, I found that he made a lot of progress than before. Praise language: you are great! You're doing great. Wait. Praise language makes children feel successful. Success is a need in the process of people's psychological development, and it can be an internal driving force to promote people's behavior. Therefore, making children feel successful can stimulate children's lasting interest in mathematics activities, especially children in small classes need teachers' praise and encouragement. With the growth of age, children's sense of competition is constantly enhanced, and they are interested in and enjoy competitive activities.
Therefore, teachers can use competitive language in mathematics regional games and design some competitive activities or materials, which can not only satisfy the development of children's competitive psychology, but also indirectly stimulate children's interest in learning. Initially cultivate the competition consciousness of small class children.
You two can do it faster than anyone else! See which group finishes first and so on. Stimulate interest with competitive effect and encourage children to explore more actively.
As a kindergarten teacher, we should mobilize the initiative and enthusiasm of children to participate in mathematics activities, give full play to the role of mathematics regional activities, stimulate children's interest in learning mathematics, and let children learn, play and have fun!
In regional activities, teachers should guide children to actively explore the activity area, and at the same time carefully and regularly observe children's activities, including children's interest in activities, activity level, development needs and other issues. On the basis of analyzing these problems, teachers should constantly provide children with activities that are more suitable for their age and interests. These activities can arouse and further stimulate their curiosity, thirst for knowledge and desire for exploration, and promote their development to a higher level. Teachers' work in the activity area should enter a virtuous circle of providing and adjusting environmental guidance. Only in this way can activity area teaching help children achieve real sustainable development and improve their quality. Piaget, a famous Swiss psychologist and mathematician, once said: As teachers, we educate our children. Since we teach children, we must understand how children think and how children learn. Teaching activity is a bilateral activity between teaching and learning. In kindergarten mathematics teaching, teachers can only grasp children's learning psychology, cultivate children's active learning, stimulate children's interest in mathematics, let children see the multifaceted nature of things, think from different angles, cultivate children's multi-thinking ability, and further stimulate children's desire for active learning. So as to lay a solid foundation for its future systematic research.