How to guide children to learn independently in regional activities

In a recent training activity, I was confused by the teacher. Some of them say that regional activities are one of children's favorite activities in the park. However, there are still some problems in how to give full play to children's autonomous learning ability in this area and achieve the goal of promoting children's ability development. In this regard, some research and discussion have been carried out specifically, hoping to help front-line teachers.

First of all, let's learn a few key words:

1. Autonomy: It means that individuals have the right and ability to dominate and control their own activities under certain conditions.

2. Regional autonomous learning: including children's right and ability to dominate and control regional game activities, including children's right to decide and participate in game activities.

Therefore, teachers of regional autonomous learning should guide children to participate in the creation of game environment on the basis of understanding their existing experience, provide rich game environment and equal opportunities for children, let children freely choose games according to their own wishes, play games in their own way, share the happiness and mutual learning experience brought by games in the interaction with materials and partners, and cultivate children's autonomous learning ability, thus promoting children's initiative, independence and creative development.

When it comes to specific methods, I have the following suggestions:

First of all, we should consider regional settings from many aspects.

1, whether it meets the age characteristics of children and whether children are interested.

First of all, the teacher should discuss with the children. We entered a new class. Where do you want to play? (Teachers can provide photos of each area and introduce the functions of each area for children to choose, which can be decided by group discussion and voting. Only when they like to play and are willing to enter the area can they start their own games.

For example, small class children are self-centered and like role-playing, dollhouse, whispering and other fields, while large class children like socializing, role distribution, competitive nature, big class intelligence, supermarkets, beauty salons and imitating adult labor.

In the regional categories provided by teachers, letting children choose by themselves not only gives play to children's autonomy, but also reflects the leading role of teachers. For example, the role area created by Class Three is a barber shop, and Class One is a small supermarket, based on different interests of children. Children will be interested because they choose.

2. When creating a region, you can consider the characteristics of the region.

For example, the local feature of a kindergarten is textiles, and there are many large factories and franchisees. Then this kindergarten can set up a fabric area for children to arrange flowers, embroider and sew. Children have rich life experience, so they like to play in this respect.

Second, the regional delivery materials

1, around the theme, there are some experiences.

For example, these contents have been in teaching activities for some time, and a certain topic is being taught. Then, if these contents are supplemented and extended in the game activities, children will be interested. If he has a foundation, he will like it and can improve it to some extent.

2, the material delivery is more operable, so that one thing can be used for multiple purposes.

The use of high structural materials is not recommended. This material should be used for children to eat low-structure materials. The process of children's play is also the process of children's exploration → discovery of gameplay → exploration → discovery of new gameplay, which constantly stimulates their creative desire and comes up with new gameplay, such as milk boxes, yogurt bottles and egg shells. Children can change the function of this material through processing, which can create opportunities for children to play freely.

For example, in the art district, we can also provide children with many straws, empty wine bottles, snail shells and so on. These seemingly useless things in the eyes of adults become very useful in the hands of children, which can stimulate their rich imagination and make different exquisite handmade works. Children will focus on their own operating materials. This is also an art field. After discussing with the children, a class decided that the main operating materials were various bottles. Children can choose their favorite homework materials and give them different reference works, and children will have different development and improvement.

3. Pay attention to the hierarchy of material distribution.

Because of the individual differences in children's development, children should be given the opportunity to choose different operating materials with different difficulties. For example, in the puzzle area of the big class, we put 40, 50 and 70 puzzles with different difficulties and patterns, so that children of different levels can choose their own puzzles for activities. In this way, they can gain success and self-confidence through hard work and develop their potential. For the same paper-cutting, you can have straight scissors, broken scissors and spiral scissors. After putting it in, the child will meet her nearest development zone according to her own ability, and she will like it. He won't like it if it is too difficult or too easy. In this way, we will consider the needs of each child and have a level.

Third, the exercise of children's usual game ability.

This depends on the teacher's usual observation and strategy. For example, in the building blocks in the construction area, children beat and become a musical instrument. Maybe the child is not skilled enough in construction. He doesn't know what kind of game activities to carry out and how to build them. Then teachers should participate in it in time, give skills guidance, and let children play and learn independently.

Fourth, the process of regional games.

1, formulate regional rules.

The teacher introduces the area, and the teacher and the children make the regional rules together. After discussing the rules with the children, the teacher presents the rules in the form of pictures and texts.

2. The regional process is divided into three steps.

The first step is the child's free choice. The game begins, let the children express which game they want to play today and who they want to play with. Children can choose freely, play independently and form their own companions spontaneously.

In the second step, the children enter the area, play independently on a regular basis, and the teachers tour to guide them. Teachers are children's playmates and participate equally. Children like games. They don't want adults to interfere, not that they don't like playing games with adults. When the game goes smoothly, the teacher's guidance focuses on observing and analyzing the child's game process; When children's games are stagnant and need relevant material help and support, teachers should give implicit guidance through language, action or other means; When there are problems or contradictions that are difficult to solve in children's games, teachers should put forward opinions and suggestions in time and give explicit guidance. Only when "hidden" and "obvious" are in place can children interact effectively with the surrounding environment, materials and various things.

The third step is the evaluation after the activity. Finally, there must be a link of memory and sharing. Memory is to think about it in retrospect. Sharing is after the game, not after it. Please tell the children what area they played today, who they played with, what games they played, or introduce their works and feelings of playing. The teacher makes comments. In order to stimulate the interest in the next game, this is a cycle. This time, a child failed. How can he succeed next time? This time, the child played very well, so do we have other children who have the same or different ideas with him? Let's try again. In particular, grasp the realization of preset goals and affirm children's independent learning.

Fifth, the performance of children's autonomous learning.

How can children be independent? Let's look at it from two aspects.

1, willing to play, interested. This is the premise, but this is not the most important. Of course, children like to play freely.

Playing ball can promote development, and his game level is high. This is the embodiment of children's autonomous learning. It's not what the teacher told him to learn, but that the child has new experiences and enriched various abilities in the process of operation. This is the performance of his independent study. The game level is relatively high. For example, if his role-playing has a division of labor, he can communicate, have a dialogue and have a role experience, instead of everyone doing their own thing there and there is no interaction between roles. It's just a process of fun and love, and there is no independent learning.

To sum up, we have some ideas about improving children's autonomous learning ability in regional activities. As long as our teachers have correct guiding ideology and wise educational behavior, they will provide a relaxed environment for children's active learning and development and support their exploration and creative activities. I believe that regional activities will not become a mere formality, so that children can truly realize "autonomous" learning.