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How to do a good job in the corner construction of kindergartens?

1. What is a corner game \xd\ As an autonomous game, children's regional games are activities of self-learning, self-exploration, self-discovery and self-improvement. Through teachers' purposeful and planned creation of activity environment and putting in activity materials, children can choose their own activity content and partners in a relaxed and harmonious atmosphere, actively explore and communicate, and achieve the best learning effect, which is deeply loved by children. \xd\\xd\ Second, the significance of developing district corner activities \xd\1. Promote children's independent participation in activities and spontaneous learning * *; \xd\2. Enhance the communication between children, teachers and students, and cultivate children's communicative ability; \xd\3. Exercise children's hands-on operation ability; \xd\4. Cultivate children's curiosity; \xd\5. Enhance children's expressive force and promote the good development of children's sociality. \xd\\xd\ III. Common activity area corners and functions \xd\1. Living area: The main function is to develop children's basic life operation abilities such as knitting, tying, buckling, wearing and clamping through various life imitation operations and exercises. \xd\\xd\2. Language area: The main function is to develop children's observation ability and language expression ability through observing, operating and posing activities such as books, pictures, headdresses and dolls. \xd\\xd\3. Art design area: The main function is to develop children's hands-on operation ability and the ability to appreciate, express and create beauty through art operation activities such as tearing, pasting, cutting, drawing, pinching and doing. \xd\4. Science Zone: The main function is to cultivate children's interest in scientific exploration from an early age and develop children's mathematical ability and hands-on operation ability through various scientific games and mathematical operation activities. \xd\\xd\5. Construction area: The main function is to use building blocks, yogurt boxes, cans, cartons, corn pulp and other construction games to cultivate children's spatial awareness and develop children's spatial imagination, hands-on operation and communication and cooperation skills. \xd\\xd\6. Role play area: \xd\(1) Meaning: Role play is a game in which children creatively reflect real life by playing roles and using imagination. Mainly include: happy doll house, small hairdressing house, doll supermarket, happy food city, happy snack bar, small hospital and so on. \xd\\xd\(2) Main function: By imitating various social activities, it helps children learn various social behaviors, develop their communicative ability, cultivate their initiative, independence and creativity, and promote their social development. \xd\\xd\ IV. Setting of corner content \xd\(1) Small class keywords: warmth, hint \xd\ Doll's home area: activities are centered around this area \xd\ Construction area: it can be built on the edge of doll area \xd\ Book area: friendly but not casual \xd\ \xd\\xd\(2) Middle shift keywords: enrich and improve \xd\ Book area: standard and clean \xd\ Performance area: various forms and frequent development \xd\ Puzzle area: clear deconstruction \xd\ Art area: rich in materials, it is best to provide materials not commonly used by children \ xd. \xd\\xd\(3) Large class keywords: young convergence, intellectual thinking development \xd\ reading area: independent and mutual supervision \xd\ literacy area: with the change of classroom content, it is more systematic \xd\ puzzle area: rich materials, let children participate in the production of teaching AIDS (the addition of chess) \xd\ \xd\\xd\ V. Requirements for creating areas \xd\1. According to the specific situation of the class, the existing situation of children should be improved. \xd\ According to the different needs of children's development, guide children to carry out a series of district corner activities to promote the development of children's comprehensive quality. \xd\ Example: The construction area, combining the psychological characteristics of small class children who are good at imitating and the physiological characteristics of small muscle groups, can provide them with construction materials with large volume, easy access and the same category. However, children in large classes have strong hands-on ability and quick thinking. When providing construction materials, they should pay attention to diversity and precision to meet their needs of inquiry and independent development. \ xd \ xd \ social corner should also be targeted. Dolls with simple roles and clear division of labor should be located in small classes with poor social experience, which is conducive to cultivating children's communicative ability. Supermarket shopping can exercise children's comprehensive qualities such as classification, counting and communication, and can be located in middle and large classes. Community service facilities such as hospitals, post offices, barbershops and banks are often contacted by children in their daily social life, which is convenient for children's social growth. They can be located in large classes for children to carry out creatively on the basis of full visits and understanding. \xd\\xd\2. Setting the district angle according to children's interest points \xd\ Regional activities are activities with children as the main body, teachers as the guidance and support as the supplement. In regional activities, we will find that children have different experiences, abilities, interests and personalities, and will show different interest points. If boys like some areas, some areas are girls' world, some like science areas, and some like art areas, children of different ages are constantly shifting their interests with their age. Therefore, we should set up different areas according to different interests of children when setting up areas. \xd\\xd\3. Organic combination with daily teaching activities \xd\ No matter what game activities, there are obvious individual differences among children, and the comprehensive quality of each child can be improved by setting up free and open regional activities. We should continue the unfinished teaching contents and teaching activities that children are interested in in in regional activities to satisfy children's desire for activities and consolidate their knowledge and experience. For example, regional activities such as math area, language area and art area can be set up in combination with the ongoing theme activities.