Question 1: How to understand the significance of creating kindergarten activity areas for children's development is ok?

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Question 2: What is the significance of kindergarten environment creation to children's development? 1. Environmental creation can develop children's intelligence. Marx said: man created the environment, and the environment also created man. Walls, activity areas, etc. It is part of the curriculum implementation environment. They record all kinds of courses that have been implemented and are being implemented in an intuitive way and materials, so that the courses are constantly extended. For example, let children find problems in activities, then solve problems, and let new problems arise from the solution of old problems. Therefore, the process of constantly creating and improving the environment is to constantly expand and extend the curriculum; For example, in the theme "natural language" created by our class according to the teaching goal, we arranged a weather record table on the auxiliary wall. Children record the daily weather by observing the sky, so they have a question: Why does it rain? How is the wind formed? Wait a minute. Another example is that children and teachers make water drop travel maps together. The images they drew were lovely, and they were deeply attracted by the theme. They are not only subtly educated and know the three-state changes of water, but also greatly improve their cognitive development, language ability and practical ability through their mutual communication. The children were lost in deep thinking. The children imagined the scene of water droplets turning into clouds and hugged each other, vividly simulating the phenomenon of water droplets turning into clouds. They also asked more questions about it. Children learn and explore in the interaction between environment and materials, thus stimulating their interest in learning and desire for knowledge.

Second, creating an environment can stimulate children's interest in exploration. Provide a lot of waste materials for children to operate, which stimulates children's desire to learn and desire to start work. Various materials and tools suitable for children's development are arranged in the scientific exploration area, which can arouse children's curiosity and make them take the initiative to participate in interesting scientific exploration activities with ease and pleasure. Our class put a magnifying glass, magnets, homemade scales and so on. There are also cards of various shapes for children to do puzzles. In the art area, eggshells, pigments and discarded bottles and cans are provided to encourage children to interact with the environment, so as to gain rich direct experience, find the connection between things and have a strong interest in science. In short, let children feel the meaning and value of creation and let them be willing to create and explore. It enhances children's desire to explore. In the future, whenever they encounter waste materials, children will say, let's do something and rack our brains. It not only exerts children's imagination, but also improves children's practical ability. In the corridor facing the sun in our class, there are some plants, such as sprouted potatoes, soybeans, rice, garlic and so on. The secrets of these natural corners often make children involuntarily discover, explore and find answers. The Rightists in our class suddenly said one day that sweet potatoes are moldy. Why? He just wants to study it.

Third, creating an environment can cultivate young children's spirit of small masters. In the past, kindergarten environment was generally provided by adults for children, and children were in a passive position, unable to participate in environmental layout, which affected children's thinking and creativity. Therefore, today's kindergartens pay attention to providing excellent opportunities for children to gain new knowledge and experience and practice their hands-on skills, which can also make children feel intimate and satisfied with the environment arranged by themselves and their brains. So as to cherish the environment more, encourage a sense of accomplishment and encourage children to fully interact with the environment. In particular, the activity area is designed with operating materials, materials and tools suitable for children's age characteristics and educational curriculum requirements, which are convenient for children to take and put, and cultivate children's good habit of putting them back after playing. Because children like to participate in the environment and experience their own behavior process, we pay attention to the guidance of environmental design process when creating the environment, so that children can constantly exercise, grow their talents and play their main role in the creation of the environment. Children are the masters of the environment. They design and create the classroom environment according to their own wishes and ideas, which is more meaningful to children. In the process of children's participation in layout, give full play to their main role. For example, with the help of teachers, the children in our big class created the theme environment of a happy home. The background is the earth, which means our common happy home. Under the heated discussion of the children, it was decided to do it by painting and clipping, and by the method of division of labor and cooperation. Children process and paste their own origami frogs, their own painted and cut clouds, their own small houses and their own self-portraits on the ground &; Say (used before the singular subjects of the first and third person)>& gt

Question 3: What is the significance of creating an activity environment to guide kindergartens to carry out district corner activities?

What is the significance of developing regional corner activities?

Corner of kindergarten development area

What's the point of the activity?

What are the school district corner activities in kindergartens?

meaning

Question 4: What is the significance of creating an activity environment to guide kindergartens to carry out district corner activities?

What is the significance of developing regional corner activities?

Corner of kindergarten development area

What's the significance of this activity? What are the corner activities in kindergarten?

meaning

Question 5: What content can be created in kindergarten regional activities? 1. The concept and content of corner games in kindergarten. Corner activities refer to the activities in which teachers put various materials purposefully and planned according to the educational goals and children's development level, and create an activity environment, so that children can choose their own learning content and activity partners according to their own wishes and abilities, and actively operate, explore and communicate in a relaxed and harmonious environment.

Corner game is a specific activity that children carry out in the game area (or activity corner or activity area).

Second, the significance of developing regional corner activities:

1, promoting children's independent participation in activities and spontaneous learning; 2. Strengthen the communication between children and teachers and students, and cultivate children's communicative competence; 3. Exercise children's hands-on operation ability; 4. Cultivate children's curiosity; 5. Enhance children's expressive force and promote the good development of children's sociality.

Third, the angle and function of common activity area 1, operation area: The main function is to cultivate children's basic life operation ability such as knitting, tying, fastening, wearing and clamping through various life simulation operations and exercises.

2. Language area: The main function is to develop children's observation ability and language expression ability through observing, operating and putting out books, pictures, headdresses and dolls.

3. Art design area: The main function is to cultivate children's hands-on operation ability and the ability to appreciate, express and create beauty through artistic operation activities such as tearing, pasting, cutting, drawing, kneading and doing.

4. Science Zone: The main function is to cultivate children's interest in scientific exploration and develop their mathematical ability and hands-on operation ability through various scientific games and mathematical operation activities.

5. Building area: The main function is to build games with building blocks, yogurt boxes, cans, cartons, corn syrup, etc. , cultivate children's spatial awareness and develop children's spatial imagination, hands-on operation and communication and cooperation skills.

6. Role-playing area: Its main function is to help children learn various social behaviors, develop their communication skills, cultivate their initiative, independence and creativity, and promote their social development by imitating various social activities. It mainly includes: happy doll house, small hairdressing house, doll supermarket, happy food city, happy snack bar, small hospital and so on.

7. Puzzle area: The main function is to cultivate children's thinking ability and hands-on operation ability through puzzle games such as chess activities and puzzles.

8. Nature Corner: The main function is to provide children with a window to observe nature, so that they can observe and explore animals and plants independently, thus stimulating children's interest in nature and their desire to explore the mysteries of nature, and cultivating their observation ability.

Fourth, misunderstanding in the process of regional activities 1. The regional setting is too formal: the setting position is far beyond the obvious vision or operation range of children; There is not enough time and space for activities; Theme and form are just teachers' wishful thinking, without considering children's current interests and needs.

2. Blindness of material delivery: lack of regular changes in materials; Some activity materials are single and not rich, which can not meet the needs of children; Some materials do not meet the age characteristics of children, and the materials put in classes of all ages are similar and the same.

3. Improper guidance of teachers: Some teachers' guidance is arbitrary; Teachers can't arouse children's interest in active participation in activities when guiding; Teachers' observation is not deep enough and their understanding is not comprehensive enough; Teachers cannot guide the activities to develop in depth. Did not produce new content and goals in time.

4, regional evaluation activities or simple or provincial, often dispensable.

Verb (abbreviation of verb) Content and material of corner game In corner game, material is the object of children's activities. Materials suitable for children's age characteristics, experience, abilities and needs can stimulate children's initiative in learning, so that they can actively observe and find problems in a stress-free environment and think and solve problems independently.

Materials focus on the development and utilization of natural resources and waste resources.

(1) Natural resources: flowers, grasses, fallen leaves, branches, straws, fruits, seed paste, and various active materials such as peanut shells, melon shells and happy fruit shells can be used in language areas, science areas, art areas and other areas.

(2) Waste resources: foam plastics, all kinds of cardboard, waste decorative paper, cans, etc. For example, in the corner of Happy Food City, parents and teachers work together and use all kinds of waste materials, such as foam, cardboard, waste decorative paper, etc. Design and produce nearly 50 different kinds of seafood, beverages, pasta, barbecue and casserole, which are very rich in variety.

(1) Educational function of art district 1. Learn to observe and feel things around you and express personal feelings with artistic materials ... ";

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