# parenting education # Introduction Regional activities refer to activities in which teachers put in various materials purposefully and in a planned way according to educational goals and children's development level, and create an activity environment, so that children can independently choose learning content and activity partners and actively operate, explore and communicate in a relaxed and harmonious environment according to their own wishes and abilities. The following are 1 reflections on regional activities in large classes that I have nothing to share with you, hoping to help you educate your children.

1. Reflection on regional activities in large classes

Through the teaching and research study of regional activities in kindergartens, we understand that the so-called district corner activities are simply group or individual activities, that is, teachers consciously divide the whole activity scope into community activity spaces according to educational goals, put materials purposefully and planned, and children choose activity materials and partners according to their own wishes to actively explore and communicate. In this process, teachers should analyze and reflect in time, and on the basis of observation and guidance, make a good record of observation and make theoretical and practical analysis. Among them, we can think from two aspects:

First, the teachers themselves, whether environmental innovation is appropriate and whether the layout is reasonable; Whether the material belt should be adjusted; Whether the intervention behavior in the game is timely and timely, and whether it can promote the children's game.

Second, children: where are the children's interests, what kind of experience children need to accumulate in the game, whether children have reached the level of children's effectiveness and cooperation in the game, what problems still exist, and what kind of help they need ... Only with analysis and reflection can we reflect the value of guidance, help us discover the value of district activities and promote the further development of children in independent games. At the same time, we can further combine the theme with the district corner organically and penetrate each other, so that the theme can be generated and developed in the district corner, and the district corner can be enriched and deepened under the theme background, reflecting the integrity of curriculum materials and promoting the overall development of children.

2. Reflection on the regional activities of large classes

In kindergarten, every large class makes use of everything they can to carry out regional activities, give full play to the role of the district corner, and rationally arrange the regional activity areas with their own class characteristics, such as performance characteristic areas, construction characteristic areas and sports characteristic areas. Developing children's different skills in different regions is much richer than the single skill goal of group activities. It is in these regional activities that children have increased their knowledge, which makes regional activities and collective activities connect with each other and complement each other.

In the material delivery of regional activities, teachers not only provide materials that meet the monthly goals and children's development needs according to educational intentions, but also consider the versatility, safety and development of materials. Such as flying chess and checkers in the puzzle area. Various headdresses and self-made related props in the performance area. Let children boldly express themselves through rich materials and media, and give full play to their imagination and creativity. Another example is the handmade area: disposable tablecloths, colored paper, paste, scissors, etc. are put in for children to inspire children to use different materials to make clothes for spring girls and stimulate their interest in making them.

At the same time, the activity materials are not only updated by stages and batches, but also from easy to difficult, which constantly attracts children's interest in taking the initiative to participate in activities, so that they always keep a certain freshness and gain new experiences. Moreover, when setting up the area, we can pay attention to guiding children to participate, and "generate" the content of the activity area by discussing with children according to their cognitive characteristics, interests and monthly goals, so as to give full play to the main role of children. For example, before the activity, the teacher showed a small robot made of paper, and the children were particularly interested, so the teacher and the children discussed with each other how it was different from the robots drawn in the past. How does this robot do it? In this way, the cognitive activities that are "generated" according to children's thirst for knowledge are naturally formed.

It is clearly pointed out in the Outline that "teachers become supporters, collaborators and guides of children's learning activities". In regional activities, the right interaction between teachers and children is the most important. Before the activity, the teacher and the children * * * recalled the problems encountered and the experience gained in the last activity, so that the children can get greater development on the original basis. At the same time, the teacher introduced the newly invested Fuwa chessboard in detail, so that children can boldly try new content; During the activity, the teacher asked the children to choose the activity area according to their own wishes, let the children be the masters of the area, let the children operate and play with various materials according to their own wishes and abilities, and conduct individualized independent learning or consultative * * * exploration learning. In regional activities, we should not only consider the mutual communication and cooperation between children, but also pay attention to the non-interference between them, so that children can concentrate on an activity and explore problems. For example, when recording their own pulse, children did not complete the activity because the sound in the nearby area was too noisy, and this area was set together with the noisy area. The dynamic and static zoning is a bit unreasonable, and some improvements should be made in the future. After the activity, teachers and children exchange their feelings about the activity together, so that they can further experience the joy of success. At the same time, the content of an activity is analyzed in detail. For example, when recording hours, teachers can tirelessly introduce two different recording methods to children and ask, "Why are there two recording methods?" Problems, thus leaving a more conducive to the activities of the track material.

3. Reflection on regional activities in large classes

Regional activities are a good way to achieve the educational development goals of children in large classes. According to the age characteristics of children in this class, we have set up four activity areas for children, namely, a gourmet street, a puzzle area, a reading area and a handicraft area, so that children can play freely and promote the development of their various abilities. During the regional activities, I found through careful observation that no one came to play "Find Different" in the puzzle area. This kind of game material is newly released, and the materials of "Find Different" game are rich, and the pictures are bright, which children should like, but why not attract children?

By carefully observing children's behaviors, analyzing their psychological characteristics and thinking about the material environment in this area, I have summed up the following reasons:

1. The material is not interesting

The purpose of playing the game "Finding the Difference" is to cultivate children's observation ability, patience, seriousness and good habit of doing one thing. But many children come to have a look, turn over, and leave at three, and no one is interested.

2. Children lack a sense of success in activities

Children have works to show to everyone after activities in other activity areas, from which they get a kind of satisfaction and happiness, but there is no work to show in the "finding differences" in the puzzle area.

3. The materials are difficult

4. Reflection on the regional activities of the large class

A few days ago, kindergarten leaders organized the class to rearrange the regional corners to enrich the placement of articles in the area. We mobilized parents to bring many toys that children like to put in the area, and immediately the area in the class was icing on the cake.

It's time for regional activities, and the children in our class have a strong interest in regional activities. Whenever the teacher hasn't finished the rules, the children can't wait to enter the area. Today, as usual, under the instruction of teachers, children flocked to the regional corner, watching the children playing happily in the regional corner, and suddenly found a deserted area-the library area, where there were only two children, Cui Hengyi and Liu Jingwen. These two children are usually very introverted and don't like to talk. At this time, I adjusted the number of people in each corner to avoid crowding in individual areas. However, after my adjustment, the children in the book corner are also holding story books in their hands, but their eyes are watching other children's games. When I see this, I feel that the children in the book area seem to be bullied, and I really can't bear it.

analysis: in the library area, story books are mainly books. For children, they can clearly understand the contents of the books, but why are no children willing to enjoy them?

at this moment, I immediately reflected on myself, remembering how teachers in the region should intervene, which was trained by teacher Tingting a few days ago. I feel that I should immediately intervene in the activities to guide and encourage children to appreciate stories. Children naturally like games, so I will intervene in the way of games to improve children's interest in schema reading. Children, let's open the books first and see who finds the most animals. "Who will tell the teacher first, what animals are there in this book?" Or "A boy got lost. Did he finally find his mother?" "Can everyone help him find his mother together?"

After the question was finished, I saw the children carefully turning over the books and talking with their friends. In an instant, the library was full of excitement.

when opening in each district, teachers should patrol and observe, and when the district can't go on, they should immediately intervene in an appropriate way. Today, in the library area, children are not excited because when they open a book, they often read it aimlessly and blindly. When teachers ask children some interesting questions, children have a purpose and a direction. Find answers from reading, and cultivate communication between peers.

In order to improve children's interest in reading books, teachers should adopt a variety of flexible game methods to arouse children's enthusiasm for reading books.

5. Reflection on regional activities in large classes

On Tuesday, the first kindergarten-based teaching and research activity was held in our park. This kindergarten-based teaching and research activity was carried out around the region. Here are some reflections on this regional activity:

First, let's talk about the good points of our class's regional activities:

First, five fields run through regional activities

Since last semester, kindergarten-based teaching and research proposed that regional activities should not be "biased" Social areas have never been opened, because it has always been felt that society is a very difficult field. If we want to open areas, we must prepare a lot of materials, a lot of premise experience and knowledge. However, in order to enrich children's knowledge, we still try to open a social area in the next semester of the big class, explain before class, and explain relevant knowledge to help children build a wall ladder. With good preparation before activities, children will not feel hard during the game.

second, clear the main line of the region

Sun Supermarket, which was created by our class this semester, is an independent social area, but if you look closely, you will find that several areas in our class actually serve the social area. For example: Bread Processing Room, Packaging Bag Processing Room and Works Processing Room, our art area was rarely exhibited before, so children were reluctant to continue to participate, but we discussed how to show their works. Therefore, we link all the small areas of the art district with the social district, and the works of the art district can be sold in the Sun Supermarket in the social district, which not only adds interest, but also stimulates the children's creative desire, and we must compare whose works sell better. This makes me find that in regional activities, as long as the main line is clear, other regional problems will be solved.

Third, the effectiveness and operability of regional materials

In the past, when we carried out regional activities, we all hoped that the more materials, the better. However, we often overlooked that more regional materials would have the opposite effect. Just as Teacher Yan Wang said, don't throw materials blindly. Therefore, this semester's regional activities we chose some materials that can fully serve the goal, not requiring many patterns, but requiring levels, difficulties and operability. It can be clearly reflected in the mathematics area.

The areas that need to be improved in this regional activity:

First, the arrangement between activity areas

My class belongs to a circular classroom, so the area surrounds the whole classroom. After the development, I suddenly feel that there is no boundary of the area. If I don't look at the name of the area, people will feel that it is all one area, which is a problem that has been bothering me for a long time. I also went to other classes to see this area. I like the regional layout of Moon Class 4 and Moon Class 3 very much, which gives people the feeling that each area is very clear.

Second, children cooperate with each other

Bread Processing Room, Packaging Bag Processing Room and Art Works Processing Room all belong to the art area, which requires children to cooperate with each other. However, when I was on tour, I found that children are all doing their own work, rarely communicating, let alone working together. I tried to guide them, but they could just be "a flash in the pan" and turn around.

6. reflection on regional activities in large classes

performance games refer to a form of games in which children play a certain role and use certain performance skills (words, actions and gestures) to reproduce the content of life. It does not aim to show others, but to perform role activities for satisfaction and happiness. Children's emotions in games are positive and pleasant. Therefore, it is an acceptable form for children to educate them by performing games. In this regional activity, I summed up my own gains and puzzles based on my own understanding:

1. Role-playing games can stimulate children's interest in life and deepen their understanding. Role-playing games have the characteristics of emotional rendering and intuitive experience, which is conducive to stimulating children's interest in works and deepening their understanding of life.

2. With the help of role-playing games, children's imagination can be developed. Although the roles played, props and scenes used by children are all false, children take him seriously, and speak and act with the identity and language of the role, which all have the children's own re-creation of characters, thus promoting the development of children's imagination and creative thinking. Life contains a large number of rich and beautiful languages. In the process of performing games, children learn to use intonation, expressions and movements to express the image and emotions of the role, which plays an important role in developing the language and performance ability of large-class children.

3. To further develop children's good personality through role-playing games, it is a sign of courage and self-confidence for children to overcome their shyness and timidity. A timid child, even if his performance in front of everyone is not satisfactory for the first time, is also a breakthrough and a leap for him, which is very worthy of recognition and praise, because he overcame himself and stood up bravely. In this observation activity, every child who participated in the role-playing game actively negotiated with his peers to assign roles, make up each other and prepare props together. This provides a suitable occasion and a timely opportunity for children to communicate and cooperate with each other. During the performance, the cooperation between roles and even the arrangement of the sequence of playing can also exercise children's cooperative consciousness and communication ability.

7. Reflection on regional activities in large classes

This regional activity is still very suitable for children in large classes, and the activity effect is also very good. The activity focuses on children's strange feelings about printing pictures with vegetables, and focuses on the process of participating in the activity, not the result. During the activity, I actively guided the educational value contained in the accidental events and grasped the educational machine. For example, when demonstrating printing, the paint flowed down, and the teacher immediately stressed that the painted painting could not be erected because the paint was not dry. This activity focuses on children's strange feelings about printing pictures with vegetables, and focuses on the process of participating in the activity, not the result.

There are four or five children who are not active in the activities.