Regional activities are an educational, interesting, exploratory, creative, operational, free and relaxed learning environment for children. Let children fully show their abilities in activities, understand the characteristics of objects and the relationship between objects through fiddling with objects, operating freely, observing and experimenting, explain things, find problems and solve problems. So as to develop children's thinking ability, form wisdom, develop personality, cultivate self-confidence and promote the all-round and harmonious development of each child.

First, the communication between teachers and students is the key to the success of the activity

In the process of the activity, teachers should pay attention to promoting the communication between children. Because children are equal to each other, they can communicate and discuss freely without restraint. In such communication and interaction, children are relaxed and maintain their independence, which is beyond the direct guidance of teachers. Therefore, in the process of organizing children's activities, we should be good at guiding children to discuss with each other, fully respect children's right to play, allow children to express boldly according to their own wishes in the game, and make timely observation, capture and guidance. For example, in the performance game, "Mom" said to "Dad": "Dad, I'm very busy now. Go and iron the clothes.

"Dad" did it. Maybe the child is very casual, but the teacher should be able to observe and give affirmation in time. "She is really like a mother! Not only will I arrange myself, but I will also arrange my father to work. Mothers in life are often like this. " In order to establish or strengthen children's role consciousness and help children's development.

Second, choosing the right game is the way to promote the activity smoothly

It is an important form for kindergartens to carry out educational activities by creating various activity areas or corners in the class activity room, providing free activity scenes and using free activity time. This form of educational activities can maximize the enthusiasm of children for independent exploration and learning. In regional activities, We should create various games that meet the needs of children according to their interests, hobbies, specialties and abilities, and provide them with sufficient materials, so that they can get sufficient opportunities for activities, experience the happiness of success, enhance communication and develop social and healthy personality without psychological pressure.

Third, reasonably create the spatial location of regional activities

Choose the best spatial layout of regional activity areas. We put the book area in a well-lit place, and made a small bookshelf for children to sort out and place books. The natural corner is placed in the sunrise, and plants cultivated in soilless culture, hydroponics and soil are classified and placed neatly, which is convenient for children to manage and record. Children in the construction area are relatively noisy to operate, so they are placed in spacious places and given space to display their works, and their sense of success is satisfied. The performance area and the sports area also need a lot of space to show children's talents, so they are also set in the corridor outside the classroom ... If the space position is determined, teachers should think hard to collect materials in the activity area.

Fourth, make full use of parents' resources to collect materials for regional activities.

Most of the children are picked up by grandparents. At first, they didn't understand why children should be asked to collect used cartons, bottles and cans in the current education. To this end, in every conversation, we will preach the value of these wastes (which can be used as semi-finished products for children to make and choose; It can be made into operating materials for children's regional activities, and can be used as auxiliary materials for children's games, etc.), and it can be visually presented to parents and friends in the form of physical display. When parents understand the benefits of waste materials, many parents take the initiative to help their children collect materials and actively make suggestions, which greatly increases their enthusiasm for activities. Now when we need any materials, parents are very cooperative with our work. Many green plants in the natural corner are also planted by children themselves and brought to kindergarten.

five, according to the theme, create interactive regional activities

The creation of regional activities is the cut-in point for the theme to develop interest, and it is also an extension of teaching activities. Therefore, the creation of regional activities must be filled and updated in time according to the theme. In the process of creation, we should use our brains, take various forms according to the interests and needs of children, and really give play to the interaction of district corner activities, so that all regions can "live".

take our performance area for example. Combined with My Home in the theme "I'm a brother and sister", we placed rags, brooms, aprons, hats, tables and chairs in the area. In regional games, children play brothers and sisters and let them sit in clean chairs. Children who are brothers and sisters work together, some sweep the floor, some clean the table and so on. Children operate in the interaction with the situation, which not only accumulates knowledge but also experiences the joy of the game. Combined with the theme of hometown, the construction game "Zhang Zhu's Architecture" and "Robot" are carried out, and pictures of the hometown environment and houses familiar to children are prepared. With the encouragement and help of teachers, the skills of inserting, collaging and building heights are initially learned, which further expands children's life experience and enables children to understand the life relationship of family members.

In the second theme "Growing Up Me", the performance games "Little Pig Clean" and "Little Bear Pulling Teeth" were carried out to guide children to choose materials, make their own props and learn to perform stories with their peers. Know that the child has grown up slowly, and need to develop a good habit of protecting teeth and mouth. In the role games "Restaurant" and "kebabs", we made all kinds of snack materials, such as steamed buns, jiaozi, noodles, etc., and set the corresponding regional environment, so that children can learn to negotiate and assign roles and play games with their peers.

In the third theme, "Golden Autumn", various colorful pictures are collected, so that children can perceive the beautiful scenery of autumn, with emphasis on creating an art area, showing the activities such as collage of leaves made by children, making fruit dolls, leaf prints and so on, so that children can feel autumn further.

In the fourth theme, "On the Road", I collect toy cars with children and create scenes such as roads, red street lamps and large buses. Carry out the construction game "Parking Lot", ask children to play drivers and passengers, car drivers and traffic police, pedestrians, further let children obey traffic rules, understand traffic common sense, encourage children to cooperate with their peers and experience the happiness of cooperation. In the performance game

The Wolf and the Bunny, there are "the Wolf" that children are familiar with and detested, as well as animals that children like "puppies", "kittens", "bunnies" and "cocks". The plot is simple and the role dialogue is repeated many times, which is especially suitable for children's language characteristics. Strong action in the process of performing games, whether children perform by themselves or watch others' performances, they will make children's atmosphere active and their emotions high. Through games, they will show the fun of children's cooperative performances and make children know that unity is powerful.

VI. Regional materials should be multi-layered and diverse

Children come from different families, and there are individual differences. We should try our best to meet the different needs of different children, allow and even encourage them to be different, and guide each child to shorten the distance from other outstanding children at the level of development.

according to the different development needs of children, we put a variety of physical objects (soybeans, mung beans, red beans, marbles, etc.) in the living area for children to practice chopsticks. Children with weak ability can clamp soybeans, because soybeans in beans are relatively large, the surface is not very smooth, and they are easy to be clamped. Those with moderate ability can clip marbles, because marbles are big, but they are smooth and not easy to be picked up. Children with strong ability can mix red beans and mung beans together and then classify them. Red beans and mung beans are small and difficult to clip, which is a challenge for children.

VII. In regional activities, children need teachers' implicit guidance

At present, the quality education advocated is that children learn actively and lively, so that children can become the masters of learning. Only in this way can children's potential and personal ability be fully brought into play. Therefore, in regional activities, children should not be rigidly required to play games according to their own preset ideas, so that children can passively accept and lose themselves. Instead, we should fully respect and trust children, treat them as independent individuals, arouse children's subjective consciousness, and let them participate in activities in the way they like, find happiness and get development.

In the process of children's play, try not to directly interfere with children, pay attention to children's performance, understand children's interests, needs and development status, and then make appropriate responses and appropriate implicit help according to this information.

VIII. Importance of commenting after regional activities

The children in the middle class have been able to make some simple summaries and generalizations. After each regional activity, always let the children introduce what you played today. (Observe whether children's expressive ability is complete. ) What difficulties did you encounter in the game? How is it solved? (If it hasn't been solved, children can discuss ways to solve the difficulties with help. If it is solved, children can discuss what other methods can help solve it. If not, share your successful method with other children. Finally, I always sum up what skills children can master in the game and encourage children who have never played to try. It will also remind some children who often play in a single area to think more about the activity area and walk around different areas, and change one every day in order to get a balanced development.

As long as we establish a correct concept of regional activities, carefully organize every regional activity, timely capture the interests and needs of young children, innovate regional activities suitable for our class, and teach children in accordance with their individual differences, we will see the all-round and harmonious development of each of our children.