So, how to create a regional environment reasonably? How to make the regional environment interact with children? How to organically combine regional activities with our educational activities? How can teachers help children develop in regional activities? This requires careful observation by teachers.
First, the observation of children's activities
Teachers should carefully observe the children's activity status in the activities, grasp the performance that can reflect the children's activity level through observation, accurately grasp the children's actual development level in the activities through these performances, and on this basis, change the delivery materials purposefully, and provide timely and appropriate guidance when children need it to improve the children's activity level. According to children's behavior, know which activity areas are more attractive to children, and according to children's personality development and learning characteristics, know what operating materials children like.
For example, in our class, the most popular is the doll house. In the doll house, children can dress up as parents, learn to cook, take care of the baby, choose vegetables and fold quilts like adults, imitate and experience the life of adults, and improve their self-care ability and social development through imitation and experience. At first, when children imitated adults to cook, we provided some small plastic containers (small pots, bowls, etc.) and some plastic foods (bread, rice, vegetables, fruits, etc.). Children are still fresh because they have just come into contact with these materials. With the extension of time and the proficiency of skills, the materials previously provided can no longer meet the improvement of children's skills, and they gradually lose interest in it. At this time, teachers should replace new materials in a timely manner according to the needs of children. For example, some small plastic cooking containers are replaced by homemade simulated kitchen utensils, and some plastic foods are replaced by jiaozi, steamed buns, vegetables, etc., which can be made of non-woven fabrics. Real vegetables and good flour can also be provided according to the season.
Another example is the splicing area. Relatively speaking, boys choose more. In the activity, boys and girls have different splicing contents in the same splicing toy operation. Boys can splice cars, guns, airplanes, etc., and girls can insert bows, flowers, birds, etc. Usually, after children play for a period of time, teachers will provide corresponding small auxiliary materials according to the actual development of children, so that children can have more creative space.
Second, the guidance of children's activities
In regional activities, teachers will find that children's favorite areas are often crowded. When this happens, they usually use regional markers. For example, there are only four small footprints on the floor of the doll's house, which means that only four children can enter, and similar toys with different difficulties in the puzzle area are only put in four baskets, so that children can learn to choose other regional activities or learn to wait. In regional activities, teachers' appropriate guidance is very important, and teachers should adopt different strategies for the following different phenomena.
Children are difficult to operate. For example, in the art area, children's pre-production is very smooth, and finally they encounter difficulties when choosing adhesive materials. Choosing a variety of adhesive materials can't stick two items firmly. At this time, teachers can give children some suggestions and guidance, which can deepen their impressions and make them feel the care of teachers.
Children can't play anymore. For example, the doll house can only have four children at a time, four children are already active, and one child wants to participate. At this time, teachers can introduce people and guide children to think about what else they can do to join everyone's game. The child said: I want to be a guest at the doll's house. In this way, the child joined everyone's game as a guest.
There are problems and disputes between peers. In the activities in the construction area, children are happily building houses for small animals. One child accidentally knocked down the house for giraffes when he turned around. Other children accused the child one after another, and some children even attacked with small hands. At this time, the teacher should intervene appropriately: "It's really cold. Let's help the giraffe repair the house quickly." So under the clever solution of the teacher, the children began to play excitedly again.
Children behave negatively and kill time. Doll's house is the most sought-after and popular area, but every time the same thing is repeated, the children will show boredom. At this time, the teacher can intervene as a guest and ask the children to make a cup of juice or stir-fry dishes to stimulate their interest in activities; You can also ask the owner of the doll house to take the baby to watch the programs in the performance area to enrich the children's game content.
The emergence of children's creative behavior. In the splicing area, most children use gear plastic to insert some things like airplane pike. One child used the combination of gear plastic and intubation plastic to splice a bicycle. The teacher discovered the creativity of the child in time and gave him encouragement in time.
According to the individual differences of children in activities. No matter whether children are successful or not in activities, teachers should give positive and positive encouragement and affirmation, because each child's personality development and ability have individual differences. For children with weak ability in one aspect, in the process of guidance, teachers should reduce the difficulty of the game, let the children experience success, help them build skills in the game and improve their ability through continuous practice. Teachers can also ask children with strong ability to be small teachers and engage in activities with children with weak ability, so that communication between peers is easier and more convenient to improve their ability. While helping, children with strong ability can also experience the happiness of helping others.
In children's activities, teachers should intervene and guide children with suitable identity and timely time, which will achieve unexpected results. Sometimes a teacher should be a playmate of a game, sometimes a mediator of time, and sometimes a bystander. After children's problems in activities are solved, teachers should quit at the right time, and when the contradiction of problems increases, teachers should choose appropriate methods to help children solve them, so as to reflect the artistry of teachers' guidance and intervention.
Iii. Post-activity evaluation
Evaluation after each activity is of great help to improve children's activity level and activity experience. Through evaluation, children can know how to play games and solve problems in activities, and teachers can also know the actual level of children's activities and adjust and replace regional materials in time. Some evaluations can be said by children themselves, which can also exercise children's language expression ability and improve their evaluation ability; Some evaluations can be said by teachers to help children pave the way for the next regional activities, and also to pass on some knowledge and skills to children while evaluating.
For example, during an activity in the art area, a child chose the method of rubbing a paper rope to paste a shell for a snail. Because the snail shell is a thin spiral thread, it is easy to stick to the hand when sticking with a glue stick, which increases the difficulty for sticking activities. After several attempts, children have no good methods. At this time, I quietly suggested that I could choose a tool to help paste. When children saw the small scissors beside their hands, under the guidance of the teacher, they used the tips of the scissors to stick and press, and soon finished the work. When summing up the regional activities, the child boldly stood up and told the whole class the new methods in the regional activities in his own language. Through the children's own summary and evaluation, this method quickly spread in the art area, and children not only used this method to paste snail works, but also widely used in other paste works in the art area.