Playing with teaching AIDS is a teaching method adopted by kindergarten teachers, which includes teaching AIDS used by teachers, specific materials for children's operation activities, audio-visual teaching, etc. It is an important factor for teachers to effectively transmit information, promote the interaction between children and teachers, and give play to children's learning enthusiasm and initiative. For young children, the use of playing teaching AIDS is particularly important because of their unintentional attention, lack of knowledge and experience, and specific image characteristics such as memory and thinking. Proper use of teaching AIDS can help children to understand and think better, arouse children's initiative in learning, promote teacher-child interaction and improve classroom teaching efficiency. It is very important to optimize teaching toys and improve the efficiency of classroom teaching under the situation that the class size is generally overstaffed and collective teaching is still the main teaching form in China.
Many years ago, most toys were homemade. However, with the popularization of toy production and the increase of toy varieties, the production is becoming more and more exquisite and delicate, and with the emergence of various kinds of electric toys, few people now make their own teaching AIDS. Many parents and kindergartens do not hesitate to buy toys for their children to play with, thinking that this is an intellectual investment and worth it. In fact, commercial toys are prone to negative effects. It can often restrain preschool children's creativity, suppress preschool children's ability to use their hands and brains, and affect preschool children's intellectual development. For example, mechanical toys, electric toys, do not need to think more and spend any effort, just let children learn to "press the button" action. This is not very helpful to stimulate children's intelligence. If teachers and parents skillfully guide children to use their brains to design toys, even the simplest paper folding toys and homemade dolls, although the toys made are not beautiful and pleasing to the eye, the effects of toys made by children themselves are very different. This will not only give full play to children's wisdom, but also make children form many good habits such as loving their own labor and cherishing toys, which will have a subtle educational effect on their growth.
At present, some playing AIDS used in kindergartens are purchased, such as plastics, machinery, outdoor large-scale sports equipment, etc., and the other part is self-made. Because most kindergartens do not have enough financial resources to buy playing AIDS to meet the needs of children's various game activities, in the practice of early childhood education, many teachers carry forward the spirit of diligence and thrift, use local materials and design and manufacture playing AIDS by themselves according to the needs of education and teaching, which is a basic task for kindergarten teachers. So, how can we make all kinds of teaching toys that are vivid, beautiful and practical? Today, I will explain the making of playing AIDS from four aspects.
l understand the related concepts of playing teaching AIDS
l master the design principles and design points of self-made playing teaching AIDS
l master the types and design points of common playing teaching AIDS in kindergartens
l master the basic production methods of various playing teaching AIDS
1. The related concepts of playing teaching AIDS
Playing teaching AIDS is toys used in cooperation with teaching
Playing teaching AIDS is divided into teaching AIDS and toys according to their uses.
According to the series:
(1) Features of playing with teaching AIDS
Toys are the main content of children's lives, and toys are close partners of children. They know the world and cultivate their abilities in the process of playing with toys. For children, toys are teaching AIDS and learning tools, and teaching AIDS and learning tools are sometimes toys.
1. Definition of playing with teaching AIDS
In kindergarten education activities, playing with teaching AIDS refers to toys and teaching AIDS used by children in games and learning activities. It is a game and entertainment tool which is made by industrial production or manual production with the help of certain material materials (such as paper, cloth, plastic, wood, metal, etc.) and promotes the healthy development of body and mind.
2. classification of toys
toys in kindergartens can be divided into self-made teaching AIDS and industrial finished teaching AIDS. Self-made playing AIDS can be divided into playing AIDS made by adults and playing AIDS made by children under the guidance of teachers. We advocate guiding children to design toys by themselves.
From the function of playing teaching AIDS, it can be divided into cognitive puzzles (language development, exploration and discovery, role games, sports operation, etc.
According to the different teaching toys made of materials, it can be divided into paper teaching toys, wood teaching toys, bamboo teaching toys, mud teaching toys and so on.
second, the design principles and conceptive points of self-made teaching AIDS
(1) the basic requirements for making teaching toys
1. The significance of self-made teaching toys
On the one hand, it can effectively make up for the shortcomings of poor pertinence and insufficient quantity of existing teaching toys, on the other hand, it can also make up for the lack of funds. Self-made teaching toys come from the demand of front-line kindergarten teachers' teaching practice, which is more in line with specific educational goals and special educational activities than the teaching toys bought in the market. This is also the motivation for our kindergarten teachers to use their brains and dexterous hands to make countless teaching toys that are deeply loved by children. For a long time, making teaching toys has become a tradition in kindergartens. Teachers' self-made teaching toys have played a very good role in creating children's learning and living environment, transmitting knowledge and culture, pleasing children's mood and promoting children's development < P > (1). Self-made teaching AIDS can cultivate preschool children's imagination < P > Plath once did an experiment on the relationship between toys and children's imagination. Taking toys as variables, he compared the influence of two toys with different structures on children's games. The results show that simple game materials, such as building blocks, mud and simple dolls, can stimulate children's imagination more than fully realistic toys, and these simple toys leave a lot of room for imagination.
(2) Self-made teaching AIDS can promote the development of hand muscles of preschool children
(3). Self-made teaching AIDS can cultivate preschool children's aesthetic ability
(4). Self-made teaching AIDS can promote preschool children's health
(5). Self-made teaching AIDS can effectively use the resources around them, save energy and protect the environment
(6). Self-made teaching AIDS can inherit and develop traditional folk crafts
2. This requires preschool teachers to make teaching toys, and to link the making of teaching toys with children's play activities, so as to make a comprehensive design.
For the requirements of self-made teaching toys, we should not only pay attention to local conditions to meet individual needs, but also pay attention to the popularization and usability of teaching toys. The general requirements are as follows:
(1) Educational-should be in line with children's age characteristics, using teaching toys to guide children to explore and discover, acquire knowledge, and reflect its educational
(2) Playability-pay attention to the operability and practicality of toys, which can make children want to play, like to play, and never tire of playing, and avoid teaching toys that can only be seen but not moved
(3) Innovation. At the same time, we should also enhance its innovation. For example, in this national exhibition of self-made teaching toys in kindergartens, Beijing's Bamboo Products stood out among many bamboo wares because of its innovation. Won the highest award
(4) artistry-can fully attract the interest of young children
(5) safety and hygiene-
III, Types and design points of common teaching AIDS in kindergartens
(1) Design and production of toys for health activities
(2) Design and production of toys for language activities
(3) Design and production of toys for scientific activities
1. Design and production of toys for scientific exploration
2. Design and production of toys for mathematics activities
(4) Design and production of toys for social activities. Basic methods of making various kinds of playing teaching AIDS in kindergartens
Making teaching AIDS with waste materials
Around our lives, natural resources and waste materials can be seen everywhere, which are good educational resources. But how can we make effective use of these natural resources and waste materials for processing and making them into substitutes in preschool education and teaching, and give full play to their advantages? On the other hand, kindergartens spend more and more money on all kinds of playing AIDS, but the ready-made teaching toys are single, so children lose their freshness after playing for several times and throw them aside, so the expensive playing AIDS do not reflect their due value. Nowadays, most kindergartens advocate a low-cost and high-quality educational environment. The use of waste materials in kindergarten education and teaching not only cultivates children's awareness of protecting the environment from childhood, but also improves their practical innovation and physical quality. Finally, it saves expenses for kindergartens and allows limited financial resources to be invested in other places that are more needed. However, how to collect waste materials, how to use them, and how to make them old but not waste, which forces our rural preschool educators to constantly reflect and seek answers in practice. To this end, in view of the actual situation of our class and the characteristics of children's age development, a series of preliminary explorations on waste materials have been carried out in three years, and no small achievements have been made.
(1) Collecting waste materials through various channels * * *
Collecting waste materials is not a simple matter. First of all, we mobilize teachers to start from themselves and look for all the "usable materials" at home and around them, from needle lines, bottles and cans to cardboard boxes and cotton wool. Secondly, we fully tap parents' resources and mobilize parents and children to collect waste materials together. Finally, we also make effective use of community resources, collect all kinds of scraps through multiple channels, and provide rich material resources for kindergarten education and teaching.
(2) Organize children to classify
There are many kinds of waste materials. The first thing to do is to place them in different categories. We have placed several collection boxes at the door of the classroom and put signs on them that children can understand at a glance, so that children can classify them actively and orderly. If the bottle sign is posted on the collection box, it means that children can put all kinds of bottles they have brought in, but not cloth and boxes. Which waste materials will be adopted by kindergartens? We generally divide the used waste materials into:
1. According to the materials of waste materials: paper, wood, plastic, metal, cloth and so on.
2. according to the specifications of waste materials: large and medium-sized materials for outdoor activities, small and medium-sized materials for making teaching AIDS, and miniature materials for making table games.
3. According to the molding situation of waste materials, it can be divided into raw materials, semi-finished materials, finished materials and auxiliary materials. Sometimes we also classify the waste materials according to their uses:
* Building materials: such as bricks, sand, stones, pipes, screws, waste wood, etc.
* Sewing supplies: such as belts, buckles, gloves, hats, ornaments, lace, bow ties and socks.
* various boxes: such as gift boxes, plastic boxes, shoe boxes, shirt boxes, etc.
* Waste cloth: such as coarse linen, canvas, cotton cloth, silk cloth, etc.
* Hairdressing products: such as hairpins, combs, mirrors, etc.
* household items: such as bottle caps, wallets, ropes, eggshells, old floors, clothes hangers, lampshades, packaging materials, brushes, old discs, ribbons, rubber bands, mirrors, picture frames, old tires, telephones, etc.
* Household items: such as bottles (unbreakable), foamed plastics, groceries bags, milk cartons.
* waste paper: such as cardboard, scrolls, greeting cards, magazines, newspapers, napkins, paper boxes, sandpaper, spools, straws, wax paper, wrapping paper, etc.
after sorting, we will sort out toxic, harmless and safe waste materials for disinfection and sterilization. Usually, the methods used are cleaning with disinfectant and exposing them to sunlight.
(3) Give full play to functions and make full use of
Waste materials are widely used, not only in teaching, but also in kindergarten games, environment creation and regional activities.
1. Utilization of waste materials in teaching activities
It seems that waste materials and preschool education are two unrelated concepts and categories, but they are also related. The rational use of waste materials around us is of great significance and function to children's teaching. The key is how we do it. We can make whatever kind of teaching AIDS and learning tools we need. For example, the language activity crocodile's tears needs the teaching aid crocodile. The crocodile I drew is not very realistic, for fear that it will not attract the attention of children. So I made a crocodile head with a toothpaste box and fitted with sharp teeth. The children enjoyed it very much, and they were all concentrated and devoted.
2. Utilization in regional activities
There are few ready-made materials for regional activities in our class. If we buy a large number of toys in regional activities, we need a lot of capital investment, and it is impossible for our rural kindergartens to invest so much money. Reasonable use of available materials can not only save energy, but also solve the problem of insufficient funds. What has been discarded has become something useful to children through our hands, and we don't have to spend a lot of money to do the most beneficial things with the least money. Why not? At the same time, toys made of waste materials are mostly multi-purpose and multi-use. We skillfully put them in various regions, paying attention to cultivating children's divergent thinking, in order to enlighten their wisdom by playing, practice their abilities by playing, and pursue the versatility of material use, which adds more vitality to regional activities and also cultivates and develops children's various abilities. For example, when making darts, the teacher will cut the beverage bottle, and the children will decorate it with sticky notes of various colors, which is both strong and beautiful. Some children also actively use their brains and cooperate with each other. Come up with new production methods and games, and then, we make toys together, with great interest. Another example is that I put in a wealth of teaching AIDS made of waste materials in the puzzle area of my class. Those colorful geometric shapes let children feel the shape and appreciate the color, and unconsciously learn to compare the size, length, height and thickness of objects and understand the equal division of shapes. Through poker game activities, children's interest in mathematics is stimulated, and the development of children's concept of number is promoted, such as sorting, classification and understanding adjacent numbers. We collected a number of cake boxes for children to design turntables, some with toothpicks, some with discs, and some with shells ... Children choose materials according to their own interests and abilities, and make bold innovations. We also replace the pictures on the clips with cards, Chinese characters, objects and counting cards, and encourage children in middle and large classes to match things, so that children can play and learn by doing, which enhances their interest in exploring scientific mysteries and develops their imagination and creativity. The level of children's regional activities in our class has undergone earth-shaking changes. Waste materials have become teachers' good assistants and happy angels when children play, and the activity room has become a paradise for children. They are playing and exploring to their heart's content, and they have inadvertently improved and developed themselves.
3. Utilization in game activities
Waste materials are used in children's games through the decoration and transformation of teachers and students, which has achieved unexpected results. For example, cans can be hung on a rope to practice vertical jumping in situ, and several cans can be tied together.