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How to scientifically create kindergarten activity area
Language area is one of the basic areas of activity area. In the corner of the kindergarten activity room, we always see such a scene: many illustrated children's books, literacy cards, fingers or puppets are displayed on the bookshelf. This arrangement usually lasts for a long time, and teachers will soon find that children go to the language area less and less, until one day, they can't help but find that this beautiful corner has become deserted and no children patronize it. How to set up and put relevant materials in the language area to meet the development needs of children at different levels? How to make children interested in language activities? How can the activities in the language area be combined with the outside games to "live"? This is an important issue worthy of our discussion.
For children, reading can expand their knowledge and experience, change their views, sublimate their thoughts and emotions, and transfer their learning methods and life skills. It can also enable children to expand their written vocabulary, master rich literary language expressions, and improve their language ability, thinking ability and problem-solving ability. The language area is an activity area for children to do language exercises. How to set up a relaxed and harmonious language area, support, encourage and attract children to talk with teachers, peers or others, and experience the fun of language communication is very important.
First, develop the reading area scientifically and reasonably.
Reading area is an area that almost every class in kindergarten has. Integrating reading activities into regional activities will effectively improve children's reading quality. Teachers can provide children with some old books and picture books, so that they can be small authors and make books by themselves. By cutting, pasting and talking, children will feel the joy and pride of learning to be a small author. In addition, children can be provided with some cards to make up stories on the basis of learning to observe. Children can use the tape recorder in the corner to record their own stories, and then help them play them to their friends. This not only exercises their creative and expressive abilities, but also cultivates their self-confidence, enabling them to actively choose activities according to their own interests, needs and actual level, which further stimulates their love for books.
After reading a paragraph, children can communicate with each other among their friends, thus creating an atmosphere. In the process of communication, children will tell their peers about their feelings, communicate and discuss with each other, so as to deepen their impression of the reading content and experience the happiness of success. Peer communication can not only promote their language expression ability, but also increase children's reading interest.
Second, an equal and harmonious conversation angle.
Strive to create a relaxed and harmonious atmosphere in the conversation corner, and encourage children to dare to speak, be willing to speak and have something to say. Teachers create opportunities for children to participate in communication, enhance their self-confidence and make them truly realize that they are the masters of life. Example of creating a dialogue angle:
1, whispering. In the corner of the classroom, we put a relatively closed wooden hut designed by ourselves, with light, transparent and soft-colored yarns hanging on it, and soft cushions and various plush toys placed inside, which can accommodate two or three children. We call it the whispering room. We strive to create a warm, harmonious and secret environment atmosphere, giving children a comfortable and quiet feeling.
2. News channel. Set up a news corner in the class to guide children to collect and cut and paste news pictures and news fact photos at home and abroad, so that children can enrich their knowledge and increase their knowledge in information exchange.
Third, a variety of operating angles.
The storytelling corner can provide story puzzles, plastic animal cards, three-dimensional teaching AIDS, background pictures, taped velvet teaching AIDS, various picture books, intellectual learning tools, handicrafts of different shapes and "TV" props made by teachers. By observing and telling, children can be guided to engage in creative language activities, encouraged to think and talk more, get rid of restless listening and speaking in collective teaching, and combine doing, playing and speaking.
Fourth, the imaginative and creative mime performance corner.
Mime is a form of children's drama and a narrative literature genre with special fantasy, which is suitable for children to enjoy and easy to perform. This is a play for children to perform and watch.
1. Be good at discovering and mastering children's interests and understanding their needs and experiences.
Interest and demand are the starting points of children's participation in the same drama performance. Children's existing experience not only ensures the smooth progress of the same drama performance, but also determines the development direction of the same drama performance. However, children's interests and needs are diverse, and their experiences are also individual differences. We can find children's worries by observing their games and listening to their conversations. In winter, children will discuss "Where have all the animals gone?" This discussion caught my attention. Under my guidance and support, a series of performance activities "The Story of Digging a Pit" were started, and children wrote stories about their own small animals for the winter. I also organize some visits or observation activities that can arouse children's interest, resulting in performance activities, such as "Little Tadpole Looking for Mother" series of performance activities, which were carried out after observing little tadpoles in spring.
2. Give full play to the role of discussion in the performance of the same drama.
Discussion can also play a connecting role and lead activities to a deeper level. After the children try to make props from a single material to perform the story of digging holes, the next step is to expand their knowledge and experience about winter animals, or continue to perform the story? I decided to listen to the children's opinions. As a result of the discussion, they suggested that more materials should be used to make props, and the activity continued to explore the direction of making props with different materials.
Discussing the problems in the last activity can also be used as the starting point for the next activity. In the first performance of "Little Tadpole Looking for Mother", children were not sure whether frogs should hatch eggs after laying them, which became the main topic of the second activity. Through discussion, the children came to the conclusion that frogs only lay eggs but don't hatch them. They also came up with a way to show the process of frog laying eggs by drawing black spots on paper and tying them around their waist.
In addition, I use audio, video, notes and other methods to record children's discussions and then share the results with them. For example, recording and reading the story of digging a hole made up by children can help children understand the relationship between spoken and written language. And record the materials, division of labor, methods and other suggestions needed by the child's next activity, which will make the child understand that everyone's ideas can be combined into a complete plan.
3. Grasp the opportunity of effective guidance.
When preparing feedback on children's reactions, we must understand that this is not to let children simply master certain facts or certain knowledge, but to support and help children to continue to explore and express themselves. Piaget said: "Every time a child is taught something that he can discover by himself, the chance of discovering it is suppressed, and the complete understanding of it is suppressed." Therefore, teachers' guidance should seize the opportunity, and don't rush for success because of children's temporary failure. During the performance of "The Story of Digging a Pit", children made props with various materials for the first time. The cartons originally used to make holes were cut into pieces by the children during the processing. None of the children achieved the expected goal, and the activity ended in a seemingly unsuccessful situation. However, in the following activities, the children still proposed to make holes in cartons, but cartons should not be cut indiscriminately, otherwise it would be untenable and useless. This shows that the problems found by children from their own personal attempts and the experience gained are more impressive than the teacher's preaching. Therefore, we must realize that the development of young children is a long-term process and a process of experience accumulation, and effective guidance opportunities should exist in the whole development process. It can be when children encounter setbacks or difficulties, or when they express or share their feelings with others after gaining successful experience.
Environment and children always exist. Children depend on the environment and can also have an impact on it. The way children get along with the environment directly affects the quality of their growth. Creating a reading environment plays an important role in cultivating children's reading ability. Teachers should be good at forming theme plans from the interaction between children and the environment, and need to provide a large number of meaningful and vivid reading materials for children in the district to guide them to observe and feel the written language. Cultivate children's attitude to explore things, create a systematic, safe and clearly defined language area, effectively carry out reading education, and constantly cultivate and improve children's reading ability.
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