Every child loves to play area activities, but due to their young age and limited life experience, if there is no correct guidance from the teacher, the area activities will become unorganized and undisciplined play without a goal! Here are some reflections on the teaching of regional activities in large classes.

Regional activities create a colorful, multi-functional, multi-level game activities, which has the conditions of free choice. And it allows each child to have access to an environment that meets his or her own characteristics and assimilates the outside world in his or her own unique way. The biggest feature of the corner activity is that it gives children a free play space and an autonomous play atmosphere, and it is an activity for children's self-learning, self-discovery and self-improvement. At the same time, it is flexible, can meet the needs of children's development, and is an effective form of individualized education. Therefore, the corner game is the children's favorite.

Whenever children enter the play area, they quickly get into the role. Some of them read books, some play backgammon, some happily build blocks and play with plastic insertion? They often take the built blocks to me to see, and happily tell me they built a cannon, an airplane, a pagoda? Watching the children play happily one by one, I am also very happy. Because in this environment, the children can play to their heart's content and release their whims and fancies. So, whenever there is a regional play activity, the children will shout ? Hurray! They quickly get involved and enjoy the joy of playing. Because here they are the masters of the corner, accompanied by their pleasure, joy, excitement and satisfaction. It fosters their interest in self-development, which was our initial goal. In this process, we can understand the children from various aspects and keenly observe the differences among them. Thus, we can tailor our education to the needs of the children and carry out educational activities children more effectively.

But in the corner activities, we also encountered a lot of problems.

Problem 1: The children did not pay attention to the many materials that were prepared, or operated sloppily. This phenomenon may be due to the lack of interest in the activity itself, monotonous and boring, and the difficulty of the operation activities (or too simple). We try to increase the fun of the activities, timely adjustment of the activity materials, in addition to consider the needs of education, the interests of young children and the development of the needs can also be ignored, by discussing with young children *** with, update and enrich the materials, so that young children feel they are the master of the regional activities. Of course, the regional activities of the material should also have a hierarchical exploratory, the material put to take into account the individual differences of the children.

Problem 2: We may not be guided properly, or we may be in a hurry to guide the children, so that the children's opportunities for independent exploration are quietly lost, and the corner activities lose their value. To solve this kind of phenomenon, we should first establish the concept that children are the main body of the corner activities, only in the process of independent activities, children can fully experience the value of their own existence, better development. In the corner activities, the whole process of the activity is mainly a young child spontaneous generation, free imagination, actively create a long and bold performance process, to give young children to set aside time and space for full exploration, questioning, and give positive expectations in the activity.

Through the kindergarten regional activities of the teaching and research study, we know that the so-called corner activities, simply put is a group or individual activities, that is, the teacher according to the educational objectives, conscious of the overall scope of the activities of the division of the activities into small activity space, purposeful and planned to put the material, the young children according to their own wishes to select the content of the activities and activities partner, take the initiative to explore and interact with each other. In this process, teachers should analyze and reflect in a timely manner, on the basis of observation and guidance, make a good observation record long for theoretical and practical analysis. In this, it can be considered from two aspects: First, the teacher himself, whether the ring creation is appropriate, whether the layout is reasonable; whether to make adjustments in the provision of materials; whether the intervention behavior in the game is timely, timely, and whether it has a driving effect on the children's game. The second is the children: the child's interest in where, the game needs children to accumulate what kind of experience, whether the children already have children in the game of the effect, cooperation and so on to what level, there are still problems, what kind of help is needed ...... With the analysis and reflection, in order to reflect the value of the guidance, to help us continue to find the value of district activities, to promote young children in the independent game to get further development.

At the same time, we can further combine the theme with the zone organically, mutual penetration, so that the theme is generated and developed in the zone, so that the zone is enriched and deepened in the background of the theme, reflecting the wholeness of the content of the curriculum, and promoting the holistic development of young children.

Through the kindergarten regional activities of teaching and learning, we know that the so-called corner activities, simply put is a group or individual activities, that is, the teacher according to the educational objectives, conscious of the overall scope of the activities will be divided into a small area activity space, purposeful and planned to put the material, the young children according to their own wishes to choose the content of the activities and activity partners, and actively explore and interact with each other. The children choose the activity content and activity partners according to their own wishes, and take the initiative to explore and socialize. In this process, teachers should analyze and reflect in a timely manner, on the basis of observation and guidance, make a good observation record long for theoretical and practical analysis. In this, can be considered from two aspects:

First, the teacher himself, the ring creation is appropriate, whether the layout is reasonable; materials to provide whether to make adjustments; the game in the intervention behavior in a timely manner, timely, on the children's game whether to promote the role.

Secondly, the children: the children's interest in where the game needs to be children to accumulate what experience, the children have children in the game of the effect, cooperation and so on to achieve what level, there is still a problem, need how to help? With the analysis and reflection, in order to reflect the value of the guidance, to help us continue to find the value of district activities, and to promote the further development of young children in the independent game.

At the same time, we can further combine the theme with the zone organically, mutual penetration, so that the theme is generated and developed in the zone, so that the zone is enriched and deepened in the background of the theme, reflecting the wholeness of the content of the curriculum, and promoting the holistic development of young children.

The teacher is the observer and guide in the regional activities. We support and encourage children to explore and manipulate materials spontaneously, and give some help and guidance at any time according to children's performance in the region.

We have established a routine for regional activities, guiding children to carry out regional activities independently, and cultivating children's ability to be independent and self-disciplined. In order to allow children to adapt to the regional activities can participate independently, my class two teachers and a caregiver in the regional open time scattered to the various regions for purposeful guidance, the teacher of the children every little bit of creation are pleased to give encouragement for the children to create a relaxed and harmonious environment. In addition, in the regional guidance, we strengthen inter-regional cooperation, penetration and mutual promotion. Although different regions are relatively independent, but they can be linked to each other to enhance the fun of the activities, so that young children to maintain the interest of the activities.

Such as we guide the children in the art corner printing small fish and other sent to the doll's house, the production of garlands sent to the performance corner; math corner to guide the children to learn to regular sorting, will be regularly decorated necklaces to the dolls of the doll's house and so on. The children are very interested in these activities, in the do play easily get the corresponding knowledge.