Case 1: In the self-selected regional activities of the middle class, the teacher made three colors of badges for the children according to their development level. Children should wear their own badge selection area and insert the card into the corresponding color card slot at the entrance of the area.
The teacher assigned a child with a red card to insert the card into the "restaurant" area, because she had never been to the area. Other children began to choose their own areas. Children A and B with blue cards, children C without badges, and children D and E from Huang Ka hurried to the "restaurant" area. Blue card children A and B arrive at the card insertion place in the "restaurant" area almost at the same time (child A is earlier). To outdo each other, they squeezed each other with their bodies and competed for the first place. After a while, the weak child A gave up and the child B got stuck in the area. After them, the queue order is: children without cards C- children in Huang Ka D- children in Huang Ka E, and several children with blue cards and yellow cards are waiting in line. After the child B enters the area, when the child C is ready to insert the card, he finds that he is not wearing the badge. He looked surprised, hesitated for a moment, and left helplessly. While child C is hesitating, child D is waiting quietly, and child E has taken off the badge and is ready to insert the card. After child C left, child D slowly picked up the card. When he wrapped the card, the child E had already inserted the badge in the card slot. In the face of this sudden change, the child's D expression is amazing. Stop for a while before you go. The children in the back saw that the card slot was full and left one after another.
Analysis: In such a relatively open activity as entering the district, the children's performance is real. Because of the differences in children's own experience, cognitive level and personality, their methods of solving problems are also different. The influence of children here is real and the experience gained is profound.
The rules of entering the zone have certain binding force on children, and the formation of children's behavior habits of obeying the rules is a gradual process. Obeying the rules and breaking them sometimes go hand in hand. The greater the possibility of entering the area, the greater the temptation to children, and the easier it is for children to violate the rules. Baby B seized A's opportunity to enter the zone because he was too close to A. Baby E grabbed D's opportunity to enter the zone because he was standing behind D. Child E obeyed the rules first, and then violated the rules when the opportunity came. However, once children form a sense of rules, they can use rules to restrain and adjust their behavior. For example, if children forget to wear their badges, they give up entering the area. In order to make children better abide by the rules of entering the area, teachers should let children learn to estimate the chances of entering the area on the one hand. Don't line up blindly in random constituencies: on the other hand, praise children who obey the rules. Punish children who don't obey the rules. There are clear rewards and punishments.
Case 2: Two big class children (a man and a woman) are playing a fishing game. The game is to catch more fish than anyone else in the specified time. In order to win, the girl holds the fishing rod in her right hand and the fishing line near the magnet in her left hand, which improves the accuracy and speed of fishing. The boy was angry and put down the fishing rod and said, "You are shameless, I won't play!" " "The girl said loudly," If you don't play, I will sue the teacher! The boy was afraid and sat down again and said, "Don't cheat!" " "The two started the game again and the girl didn't foul again. After a while, the music at the end of the regional activities started. The two men began to count the small fish they caught. The boy said, "I caught eight." The girl said, "I'm eight too." Both of them are very happy and have an appointment to play together next time.
Analysis: 1, the word "tell the teacher" has a deterrent effect on children. In regional activities, teachers can't always follow each child and help him with his problems. However, the authority of teachers always affects children. In the event of a dispute, children often use the way of "suing the teacher" to shock each other. Peer protests will force children to obey the rules. When boys use "I don't play" to protest against girls' illegal behavior. Faced with the boy's request of "not cheating", the girl corrected her mistake and played cards according to the rules. Both of them had a good time.
Case 3: A child in class/kloc-0 chose "wooden mosaic game-fish", and each piece has a small hand. He finished the puzzle quickly and accidentally dropped a bigger piece on the ground, because his hand was pointing to the ground and the piece rotated. It looks like a top. He was very excited, turned several times and said, "I have a gyro." After a while, I took a small piece and spun it in the same way. He looked around to see if anyone else had noticed. When a girl was watching, he said to her, "I have a gyro." And began to introduce it to more people. The teacher came over and criticized him and said, "Put away your toys and stop playing." He said nothing and disobeyed orders. The teacher saw that he didn't accept toys. Squat down and say, "You don't care about toys, do you?" He said, "No." The teacher said, "put away the toys quickly!" " "He started collecting toys, and the teacher left. As he collected the toys, he whispered, "Gyro. "On the way to return the toy, he told the children next to him that he had a gyro.
Analysis: When children violate the rules, teachers should first think about the reasons why children violate the rules and the rationality of the rules. In this case, the child changed the way of playing with toys, but the teacher was accused of not taking good care of the toys. The teacher's arbitrary criticism and demands stifle the child's opportunity to explore actively, and also limit the child's behavior of telling everyone about his surprise discovery. There is no "why", only "you can't" and "you must" rules, which can only make children become obedient and inflexible, or rebellious and rebellious. Therefore, the formulation of rules should be reasonable and scientific, so that children can develop well in the rules, rather than restricting their development.