Creation of Kindergarten Environment [Creation of "Three Nature" Theme Wall]

The Guiding Outline of Kindergarten Education points out: "The environment is an important educational resource, and the development of children should be effectively promoted through the creation and utilization of the environment." In the process of implementing the new curriculum, I have realized more and more deeply that the theme wall of kindergarten has become an indispensable part of children's life in the park. However, there is often such helplessness: when we try to decorate the walls beautifully, we find that hard sweat only plays the role of hanging calendars; When we tell our children how the motherland is rich in real estate, the children will look around because of our boring speech. The teacher really makes the kindergarten home comfortable and beautiful like the master, but the children are more like guests. Teachers complain that children are not diligent, regardless of grain, have no creativity and are indifferent to people and things. If we ask ourselves, we can get the answer. Do we make them understand that they should dedicate their wisdom and ability to the environment in which they live, so that they can become living people and masters of the environment? With the gradual clarity of thinking, we realize the important role of the environment in children's development: the environment is a big classroom, and it is an invisible teacher. What we should do is to let the walls speak and let the children become the real class masters and their own masters. How to create a theme wall that children really like, actively participate in and promote their active development?

One. participate in

Mr. Chen Heqin said: "It is the most appropriate and meaningful to decorate the environment with students' grades. "It is also proposed:" Interior decoration should pay attention to children's achievements and display children's pictures, paper-cutting, paper-making, masons and other handicrafts, which can encourage children. "According to the guidance of Mr. Chen Heqin, we display children's works on the theme wall and let children actively participate in the layout of the theme wall.

For example, in the theme activity "I discovered spring", I asked the children to collect and observe all kinds of things in spring by themselves, such as animals and plants in spring ... Let the children see with their own eyes, speak with their own mouths and make with their own hands ... Some children brought pictures and photos of peach blossoms, pear blossoms and spring flowers and various green plants, and some children brought tadpoles and silkworm babies. The teacher also asked the children to sort them into "gifts for spring girls", which were divided into three pages: animals in spring, plants in spring and scenery in spring. Especially on the page of "Animals in Spring", the teacher asked the children to imagine and draw many frogs, tadpoles, silkworm babies, butterflies and bees in different shapes ... The children posted and said childish words: "Beautiful butterflies fly and fly" and "Little tadpoles swim and swim, find their mother quickly!" The teacher wrote the children's words under the works and let the children wander in the beautiful spring ... In this way, the theme of "Spring in My Eyes" naturally came into being. When children observe other phenomena or problems in spring in their daily life, teachers and children add these contents to the wall decoration. In the implementation of "My Good Friend" theme activities, I created a "telephone liankan" section for children. In this part, I asked the children to write down their home phone number on a small card, then put the small card on the theme wall, and arranged a mobile phone on the theme wall. As soon as children have a break or play time, they will come to the theme wall, pick up their mobile phones and call their good friends according to the phone number on the small card. For example, in the theme of "June 1", I made a "global village" with kraft paper, and then pasted children drawn by children from all over the world into the "global village". Children see their painted children of all colors living in the same "global village" to celebrate June 1 day. Together, they experienced the joy of participating in environmental layout and consolidated their understanding of the theme. The in-depth development of theme activities makes our wall layout richer and more vivid. Therefore, only when the environment adapts to children's characteristics and needs will children actively adapt to the environment and develop in the interaction with the environment.

Second, aesthetics

Kindergarten, as a place for children to study and live, should be a beautiful world first, and should pay attention to the experience and edification of children's beauty. This is not only the need to cultivate children's aesthetic feeling, but also has a deeper meaning. Rodin put it well: "Beauty is everywhere. Our vision is not a lack of beauty, but a lack of discovery. " Beauty needs our heart to appreciate, feel, cultivate and discover. We don't want children to be "beauty blind", so we should strive to create a relaxed, lively and full kindergarten atmosphere, actively create a good environmental atmosphere, fully mobilize children's sensory system, guide children to see more, think more, listen more and speak more, and stimulate children in all directions. Through the creation of kindergarten environment, it can arouse children's interest in learning and desire to explore, and cultivate children's love for kindergarten life. For example, at the beginning of school, there was no arrangement on the classroom wall. I patiently guided: "Look, children, there is nothing on the white wall. The teacher wants you to arrange it. What do you want to arrange? " The children were very excited, and some said, "I want to draw beautiful flowers on it." Some said, "I want to decorate a warm home!" " Some said, "I like to comment on Super Baby best!" "Others said," I like Altman best … "Everyone expressed their opinions. They were very creative, as if there were a beautiful and interesting theme wall in front of us. Therefore, I asked the children to establish the theme of "Home Rule" by a show of hands. I made many cute little houses with different shapes with my children, let them choose their favorite houses and discuss "What kind of baby looks best?" Therefore, we decided to divide a good baby into five categories: discipline, politeness, good diet, love to talk and a good sleep. Children's photos are posted on the small house. Every week, let the children judge for themselves. If any child makes progress, hang a red five-star on the small house. Because it is the theme determined by the children themselves, the content designed by them, and the pictures they are interested in, the children have changed the situation that they didn't care about in the past, so they often discuss it in their spare time. In the appraisal, children speak freely and tell the advantages and disadvantages of many friends, but teachers often don't notice. Children's enthusiasm, initiative, creativity and aesthetics have been fully brought into play.

Third, interaction.

The Outline states: "Children's development depends on their living environment. Children communicate with the environment all the time. Environment is a resource for children's development. Only by interacting with the environment can children develop. " Therefore, in order to make children develop better, the theme wall should involve children, teachers and parents to realize effective three-dimensional interaction.

In the whole process of children's personal participation in environmental layout, they not only gain new knowledge through observation, conception and hands-on, but also develop their hands-on ability and creativity, such as "spring in my eyes" and "watching by telephone" mentioned earlier. Similarly, we can let children collect, communicate and decorate the environment in different themes. With the arrival of different seasons, the walls of the classroom are constantly "talking" in the hands of children, and children also deeply understand the meaning and characteristics of the theme in the layout. But don't underestimate your parents' ability. He can bring you wisdom and unexpected gains. In the process of creating kindergarten environment with "home cooperation and synchronization", we realize that only by involving parents in the creative activities of environment creation can parents realize the significance of environment to children's development and become supporters, appreciators, responders, participants and creators of environmental education. For example, on the theme of "I grew up", parents not only recorded the stories in the photos told by their children, but also enjoyed each other and read them to their children after our exhibition, which enhanced mutual understanding among peers. In "Science Around Me", some parents bring some batteries and toys from home for their children to explore each other. Specially launched the theme activity of "Walking into the Community". A parent of a flower shop invited the children in our class to visit her flower shop's works, took a lot of relevant information for us, and opened a "flower shop" game in the class. I made a lot of flowers with the children, and then arranged them into a flower shop. In order to let the children fully interact in the activities, my children and I divide the flower shop into three parts: the production room, the flower arranging room and the business room, so that the children can experience the work and fun of the flower shop. Parents can also enjoy children's works. This promotes the three-dimensional interaction between parents, children and the environment.

Environment, silent educator! We deeply feel that the influence of theme environment on children's cognition and emotion is hidden, but it is integrated into children's growing life like a sponge.