Tisch
Yang Yang is a real child. He says and does what he wants. Nina ate chicken wings with coke last week, but she couldn't eat them. She told the teacher that she didn't want to eat them. As soon as the voice fell, Yang Yang turned around and said, "Give it (brother), you can eat it!" Obviously, three chicken wings are not enough for Yang Yang, and the children still want them.
This afternoon, I was sitting on a small stool without pants in the sun. I advised him not to move. I know the clothes are too tight, and he doesn't want to wear them because he doesn't wear them well. Seeing that I was busy braiding girls, he went to help Zheng. Zheng ironed his trousers and refused to give them to Yang Yang. Yang Yang tugged at his trousers and said, "I'm helping you, not hitting you." Said, and he has put one of his trouser legs on Zheng's foot! I looked at Yang Yang seriously, so cute and touching! A fleshy mouth is always moist and pouting.
On Monday morning, he came to the classroom and asked me, "Teacher, do you think my pants look good?" My mother bought it for me! " "On one occasion, one of his extra clothes was worn home by a child who was wet with water. He asked anxiously, "Teacher, where is my" rotten autumn clothes "? I told him who was wearing it. He said anxiously, "Give it to me tomorrow, my mother paid for it!" " The next morning, as soon as I came in, I asked the child if he had brought his clothes. The children said that they had given it directly to Yang Yang's mother at the kindergarten gate. Yang Yang added, "You really gave them to me, but they are mine. Be sure to give it back to me! "
He and Ma Liwei are deskmates. After lunch break, Ma Liwei won't wear a pullover coat and needs help. I just call myself. I turned around and saw Yang Yang running to help. He tugged at his sleeve and said, "I'll help you. Let's be good friends." Pull up your sleeves and run to help Ma Liwei deliver slippers!
extreme
The theme of building a building area comes from children's observation of the surrounding living environment and rich experience of the real world. It also comes from children's age characteristics, original experience and interest needs, and from children's interaction with people, things and things around them in a familiar environment.
In May of the second semester of the big class, the kindergarten in the construction area of our class also began to take shape.
Find and solve the problems caused by "taking"
After several days of construction, the children found it easy to build buildings on each side of Huizi Kindergarten and then combine them, but they could not "lock" the connection. Buildings in all four directions are independent and fragile. They tried again and again to tear down part of the built house and then connect it with another house.
"It's too much trouble." Some children began to complain.
"It's really troublesome." I should talk to the children.
"I have an idea. According to my drawings, we can build a square. " The round and skipping thinking suddenly reminded the children. As a result, the children resolutely gave up the idea of building each building in the kindergarten alone and began to build a zigzag foundation as a whole.
Overall construction is not an easy task. Children are often confused in the process of building, and the demand for bird's-eye view is stronger. Because the overlooking map of the kindergarten was not found, the children just ran around from the window and pointed, which inevitably caused problems.
"Oh, I forgot, there is also a Montessori classroom." "Ah, I missed a door." "Well, if only we had a sand table like the sales office, it wouldn't be wrong to watch the sand table build our kindergarten."
Review and Interpretation: After simulating the three-dimensional structure of the picture, the children in the big class began to simulate the physical objects for building activities. When there is a problem between a physical object and a building. Children actively use the sand table as a climbing photo (suitable step) between pictures and objects. In this process, children learn to choose materials through the characteristics of things and combine simulation with imagination, which effectively supports their own architectural activities. It can be seen that children are no longer simply looking for reference objects for construction, but are properly involved in the creation of class environment and actively create an effective environment to support their purposeful and planned activities.
I hope to make a sand table as interesting as the sales office, and a really visible bird's eye view. Children's ideas are caused by their learning characteristics, ideas come from life, and more from their building needs. Create an environment independently and effectively support construction.
The production of sand table attracts more children to participate in activities, especially children who like art activities on weekdays. At Sisi's suggestion, the sand table uses the same box as Penguin Island as the base and toothpaste boxes as bricks to build the main building of the kindergarten. The building is 20 meters high and 30 meters wide. When children feel the usefulness and interest of mathematics in making tree models, they will take the initiative to get to know people in kindergartens in order to make lifelike trees, and they will also take the initiative to get to know people in different occupations in kindergartens.
What makes me more happy is that children further construct their own experiences through participation, interaction and cooperation. Lester has just finished making Penguin Island. Penguin's little Iceland is made up of two old rectangular cartons, so he tactfully said to the children, "You can make a big playground first and use me as a box for Penguin Island."
Yaya ran to the storage basket and counted it. "But there are only four, which seems not big enough."
Lester did not hesitate to run to his beloved Penguin Island, pursed up the two boxes above and handed them over, saying, "Two more boxes will make six boxes. It must be enough this time. "
Several children found double-sided tape and cooperated with each other to stick the edges of these boxes together. Carefully said in vain: "Our playground is all green grass, so we should stick green paper." The idea of "nothing" was immediately supported by Yi Yi and other children, so the kindergarten playground was gradually improved.
After the amusement park was completed, Linlin excitedly said, "We can build a house with this." After getting the children's approval, Yuanyuan in the construction area carefully brought a bird's eye view she had painted before. The children began to build the main building of the kindergarten according to this picture, and soon built two floors.
The careful maid said, "There is also a library on the third floor!" " Indicates that the third layer is set in the middle of the second layer.
Yiyi said, "There seems to be a third floor above us."
"No, it isn't. That's the top of Montessori classroom. " Yaya said firmly. Two children quarreled and came to me for a theory.
I think it's time to guide children to test their ideas, so I suggest, "We can take a look at the kindergarten with our cameras and judge who is right for yourselves, ok?"
The children can't wait to test their ideas and come to the playground again. We walked around the building and found that there were only three floors above the Montessori classroom.
"Yiyi, look, the elms in the kindergarten are open!" Spring has arrived, everything is reviving, and kindergartens are full of vibrant scenes, which is an excellent opportunity to discover the beauty of kindergartens.
"Look, Niu Niu, the petals of these little flowers are light blue." "One, two, three, four, five, a big pine tree." They talked happily about their discovery.
I was deeply moved to see the children learning spontaneously. After returning to the classroom, I shared my observation experience with the children in time and recorded it in the form of painting.
Children have rich cognitive experience. Soon, Yaya and Linlin appeared on the playground in the sand table, with elm leaves made of hair roots and crumpled paper and pine trees made of cardboard. Lester also pinched two small butterflies with colored mud. He smiled and said, "I saw mother butterfly with her little butterfly the other day to smell the leaves of elm trees and the flowers of plums."
At this time, Lingling rushed into the art area with her hands in vain. She said excitedly, "Yesterday we both became flag bearers, and today I will hold a flag-raising ceremony." "And our small vegetable garden, the game convention ..." "Don't forget the cat in the bicycle shed."
Labor Day is coming, and the teachers appear on the children's sand table again. ...
Review and Interpretation: Children express and express their emotions in various ways, such as hand-made and bricklaying. This is not only a child's game, but also a child's study.
When children in the construction area are building, whenever they have opinions, they will take the initiative to run to the sand table to argue, run to the window for further verification, or compare their photos with drawings to reach an understanding. Obviously, after simulating the three-dimensional structure of the picture, the large class children began to simulate physical objects for building activities. When there is a problem between the object and the building, the children take the initiative to use the sand table as a suitable step between the picture and the object. In this process, children learn to choose materials through the characteristics of things and combine simulation with imagination, which effectively supports their own architectural activities.
I know that children in the imaginary construction period have structural intentions before construction. By manipulating the appearance of the physical object, imagination and expression are unified in their works, so as to achieve the purpose of architecture. Building a kindergarten is a theme that children are very familiar with, so the appearance will be clearer and the creation will be smoother.
Encourage children to break through the mindset and make up for the lack of building materials.
With the making process of sand table, children have a deeper understanding of the layout of kindergartens, and have formed strong support for the next step of building kindergartens.
To build a kindergarten, whether it is the length of materials or the lock connection in the corner, children can constantly find problems and solve them. In the uproar, kindergartens began to be capped.
"Teacher, there are not enough building blocks."
"Teacher, go and lend us some." The children kept giving me advice.
"Is there no other way?" I asked.
"Not anymore." The children all shook their heads.
I touched the children's heads and continued to inspire: "Of course, the teacher can help you borrow it. Although borrowing is a good enrichment, it will also affect the construction of others. Nothing is absolute. You can reconsider. Maybe there are other ways. " The children nodded and urged me to accompany them to borrow them from two classes next door.
With the support of two large classes, the children's kindergarten was established soon. The children just breathed a long sigh of relief, and before they could appreciate it, the teachers of two classes came to ask for their building blocks again. Looking at the works that have been built for more than a week, the children's expressions are mixed: "Teacher, we don't give it."
Obviously, the children know that we are together. Looking at the child, I nodded vigorously: "But did we borrow it?" I slowly took out the loan slip with a reluctant face, which clearly stated the number and shape of the borrowed building blocks. Seeing that the child didn't speak, I continued to discuss with the child what is borrowing, what is easy to borrow and not difficult to borrow again, as well as IOUs, credibility and other issues.
Adu looked at the newly built work and spread out his hands: "Then tear it down." "How stingy ..." David stood aside to have them. "It doesn't matter. Next time, we will use the building blocks of our class to build a kindergarten without demolition, and then show it. " "Yes, build a kindergarten that doesn't want to be demolished." ..... "But we don't have enough building blocks?" ……
The children carried out their collective sharing activities with the concept of "how to build an undivided kindergarten with the building blocks of our class". The shortage of building blocks prompted children to consider the relationship between materials and building size.
"Count a * * *, how many building blocks there are, and then we will build them up." Yuan Yuan put forward a profound view from the beginning. Obviously, the child's thinking has not kept up with his rhythm and has not been adopted by his peers.
"We can use small squares and cylinders instead of roof panels." "Why don't you take a smaller one?" Girls put forward their own ideas. "How small is the ride, so small?" Sisi gestured with her fingers, which made the children burst into laughter. "It's neither too big nor too small. You really can. I calculated it. " Yuan Yuan spoke his mind again. "Just count how many pieces you used last time." "So many, how do you count them?" "I have an idea. Just count the next row. Last time I used four long building blocks. " Adu looked at me and I smiled approvingly. "Why not use three dollars this time?" "Less? Pieces? " Some people questioned it again. "One less in each row, please." The children burst into laughter again.
The three-block kindergarten will be built soon, and it's time to build the roof again. Several children are competing to build pointed roofs for freshmen, sophomores and juniors: "The roof above the corridor is the most difficult to build, and it always stays, always slipping." "That's because the building blocks are a little slippery." "The friction is too small." "The corridor is too narrow and the building blocks on the roof are too straight." ...
Obviously, children have discovered new problems, and new points of interest will make them embark on a new path of inquiry. ...
Review and Interpretation: When the children were short of piers on the two-way bridge in the middle class, they used the flag-raising time to ask the children in the whole park for help, which was greatly helped by their parents and teachers. When the big class built the bell tower without building blocks, it happened that new building blocks were installed in the garden. Several successful help-seeking experiences have made children form inertial thinking.
When new problems appear, the mindset formed by the solution of old problems often hinders the solution of new problems. The German philosopher Hegel said, "Creative thinking needs rich imagination." It is the premise of cultivating children's creativity to dilute standard answers, encourage multi-directional thinking, give full play to imagination, break away from convention and weaken mindset, and asking questions is often the breakthrough to cultivate innovative thinking.
Divergent thinking is the most important feature of creative thinking and one of the main signs to evaluate creativity. If we blindly pursue the "correct answer", the more education we receive, the simpler our thinking and the more limited our imagination. As teachers, we should be good at capturing a space and opportunity that can stimulate children's creativity and give full play to their imagination from their games and lives, so that they can have the opportunity to be whimsical, fascinated, question each other and collide with each other, and discover and appreciate the wonderful scenery they have never seen before.
In the past three years, children have gained keen observation, strong curiosity has been aroused, and they can express themselves individually. Children constantly accumulate experience in the process of personal experience, even if it conflicts with the original cognition, they will not feel depressed. Instead, they will constantly acquire and adjust richer experiences in many aspects and establish a new cognitive structure in such active exploration.
Children's acquisition of relevant knowledge and experience is the inevitable result and product of inquiry activities. It is through the interaction with objects, others and the collective that children adjust their own understanding and enrich their original experience.
As a teacher, when playing with children, we should observe their game behavior and listen to their questions. We should analyze children's original cognitive experience from the questions and judge whether this question can trigger children to actively gain more learning experience and create a suitable game environment. Even if the answer to the question is in our hearts, we should learn not to give the answer directly, but to return the space for exploration to our children and take supporting their active learning as our educational goal.
Tisso
Observe the target
Children's imaginative use of materials in outdoor games. The development of children's social ability in outdoor activities.
Observation record
This morning, during the outdoor game time, I led some children to play games in the sand pool.
Liu Liu chose a square sieve with handles on both sides and a round bowl. She filled the sieve and bowl with sand. I asked her, "What are you doing?" She said, "Pizza." Wang said beside him that he would make a pizza, too. I said, "Then you two can do it together." Then Liu Liu scooped up a spoonful of sand in the bowl and put it on a square sieve. He pressed down the sand in the bowl with a shovel, lifted the bowl to the slide at the back, put it down and came back. I asked her, "What are you doing?" She smiled and said, "This is cooking a bowl of rice." Then I continued to scoop two spoonfuls of sand into the bowl, leveled it with a shovel, and then put the bowl on a square sieve. I asked her, "Where's your pizza?" She pointed to the square sieve and said, "It's just below." Then she took out the bowl, leveled the sand on the sieve with a shovel, knocked it, scooped a little sand from the bowl and put it on the sieve, and leveled it. I asked her, "Do you want to bake pizza? Where?" She pointed to the slide at the back and said, "Put it over there." "When are you going to bake it?" I asked her. She said, "You can't leave until you have done it well. Not ready yet. " She continued to scoop a spoonful of sand from the bowl and put it on the sieve, saying, "All right." Then she took a square sieve to the slide and put it on the slide. She baked it for 20 seconds and then brought it back to the table. I asked her, "Is the pizza ready?" She said, "It's baked." She took some sand from the bowl and sprinkled it on the sieve. I asked her, "What is this?" She said, "This is salt." Say that finish, start stirring the pizza.
Observation and analysis
Liu Liu is imaginative in playing sand table games and makes full use of materials.
In the game of playing with sand, Liu Liu made pizza with sand. She used her props to treat sand as rice and pizza. She has a rich imagination, makes full use of sand and props and has a good time.
Liu Liu has developed social skills and rich life experiences.
Liu Liu knows the process of making pizza in the game. He knows that pizza is cooked first, baked in the oven, and then sprinkled with seasoning. A set of process is very smooth, indicating that Liu Liu's social skills have developed very well.
Support strategy
Respect children's spontaneous performance and creation, and give appropriate guidance.
In games, children often have their own ideas. When they try, they will use their own imagination to interpret the game, and add game materials to various imaginations. At this time, I think teachers should not interrupt them quickly, or because they are doing something unrelated to the game, we should first observe their game development, give them guidance at an appropriate time, give them some hints related to the game, and don't interfere too much.
In the game, teachers communicate with children appropriately to improve their social skills.
When we play games with children, we should communicate with them properly, let them use their own experience in the game, and increase the operability of the game and the development of their own abilities.