How to communicate after reading the kindergarten puzzle area and constructing the area

In kindergarten, we call the games that use a variety of toy materials to perceive and explore, form knowledge, develop thinking and intelligence as educational games. When children play this kind of games, they must use their brains to carry out positive thinking activities in order to win a psychological satisfaction with wisdom and skills. It can mobilize children's courage to overcome difficulties and challenge themselves, develop their ability of calculation and reasoning, and promote the development of thinking and cognitive level; It can also meet children's hands-on needs, promote children's sensory sensitivity and finger flexibility, improve self-care ability, and lay a good foundation for children's future learning ability.

But can setting up a puzzle area promote the development of thinking and cognition? I think there should be proper guidance.

First of all, the materials should be appropriate, that is, different levels of materials should be provided for children with different needs and development levels, so that every child can get a successful experience; Constantly enrich and replace educational game materials, and provide time and space for children to display and store materials and achievements. Secondly, teachers should give proper guidance, that is, pay attention to the process of children's play, understand the level of children's intellectual development and the difficulties and problems in the game, so as to enhance the pertinence and effectiveness of education; Give individual guidance to children with different experiences and levels, create opportunities and conditions for each child to succeed, and enhance their awareness of overcoming difficulties and completing tasks; Provide opportunities for children to share experiences and strengthen cooperation and mutual learning among peers.

As an activity form of children's self-learning, self-exploration, self-discovery and self-improvement, kindergarten regional activities have become an effective means to complete kindergarten teaching tasks and an important educational activity form to promote preschool education reform. The educational function of the puzzle area is mainly to help children discover, understand and explore the area. Different materials and children's operation methods allow children to gain different knowledge and experience in the process of activities.

But in practice, I found that compared with other regional activities, children's interest in educational activities is relatively low. Although teachers put in all kinds of educational toys, there are relatively few children who choose this area, and the education area always seems deserted when regional activities are held. Why is this? What kind of toys do children like to play with? What kind of toys are suitable for the age characteristics of large class children? Therefore, aiming at the present situation of children's games in large classes, I conducted a study on the appropriate guidance of games in puzzle areas. The following is just a brief introduction of my own exploration and attempt in the game guidance of the puzzle area:

Second, constantly reflect and adjust the teaching materials to adapt to the age characteristics and development needs of young children;

1, toys should meet the age characteristics of children in large classes, which is challenging.

Through continuous study of Happy and Developing Teacher's Guidance Book and my own thinking, I found that children in large classes prefer challenging toys. I fully feel that the provision of materials should be gradual, challenging, vivid and social, and at the same time, it should be linked with the actual life and physiological and psychological characteristics of children to ensure the safety and operability of materials and make children's intellectual games more colorful.

My children are also the age of the big class. He is interested in educational toys recently. One of the puzzles, Harmony Paradise, which challenges logical thinking, inspired me greatly. It consists of six puzzles and 60 challenge cards, which are divided into four levels from shallow to deep. You have to put the six puzzles face up, and make sure that small animals are put on land, fish are put in water, and small animals and fish cannot be eaten by snakes. The challenge card of the first level has a cue line, which reduces the difficulty of the game. Children can succeed through their own thinking and reasoning, and then gradually deepen the difficulty, so that you want to continue to challenge after success again and again.

I made a set of "harmonious little paradise" toys by imitating this toy, and selected ten challenge cards of different levels from shallow to deep. When it was placed in the puzzle area, it was loved by children. It's really not that easy to put six seemingly simple puzzles into a challenge card logically. But the children started with the first challenge card with two prompt lines, and through their own thinking, they succeeded. After enjoying the joy of success, they continued to challenge the second challenge card.

2. It is necessary to appropriately reduce the difficulty of toys and design different levels from shallow to deep.

The reason why educational toys are loved by children is that their difficulty is challenging. The more difficult it is, the more they want to conquer it. But for children in large classes, they like challenges, but they are easy to give up or transfer activities when they encounter difficulties. In the process of observing children playing "harmonious little paradise" toys, I gradually realized that if children want to accept the challenge of educational toys, it is necessary to decompose its difficulty, so that children can face difficulties and challenges and enjoy the joy of success after solving one problem after another. This requires us to appropriately reduce the difficulty of toys and design different levels of play from simple to deep.

On one occasion, Liu Jiankun gave each child an intellectual toy "T-puzzle" (also known as a puzzle) as a birthday present. This is a very difficult China classical toy, even we adults may not be able to spell it out, but I think since there is this toy in the class, we should let the children play with it. Maybe we can make it easier, and maybe children will like it. So after repeated research and attempts, I first spelled out T-shaped, diamond-shaped, arrow, small house, vase and other patterns with four puzzles, and then put them on paper to draw an outline to make a reminder card, and marked the serial number on the card according to the difficulty. With these tips, the difficulty of the puzzle is reduced, and after the child has a sense of accomplishment, he continues to accept one challenge after another. In this way, I also made a puzzle challenge card.

I can't help but feel happy to see that more and more children have toys with this difficulty. I also realize that when placing finished toys, teachers should seriously think about the difficulty and provide auxiliary materials to decompose the difficulty level, so that children can take the initiative to accept the challenge and develop. I think this is also a process in which intelligent teachers creatively carry out activities.

3. Teachers should first know how to play, love to play, and constantly study new ways of playing toys.

Educational toys are suitable for all ages, but whether children like it or not, let's play first. If we don't like playing, we won't attract children If there is only one way to play educational toys, it will not attract children. If the play of educational toys keeps changing, it will be popular. Therefore, teachers must first learn to play, love to play, and constantly study new ways of playing toys.

The educational toy "Magic Beads" in the class has been neglected recently. I don't know if its gameplay is too simple and it has lost its appeal to children. Through observation and my own attempts, I think the main reason is that children don't know how to play. This requires me to learn to play and love to play first, and now I can attract children and stimulate their interest. So I asked for advice in many ways and kept trying. Not only did I learn to fight planes, but I also learned a new way to play magic beads-the three-dimensional pyramid. When I spelled out the pyramid in front of the children, they thought it was amazing: "How can Teacher Jin turn a plane into a three-dimensional one?" They worship me very much and can't wait to learn from me. Yang Jining chose the puzzle area for several days in a row and practiced the pyramid repeatedly until he mastered it. After learning one method, Xia Shurui is also looking forward to learning the spelling of the second pyramid.

4. Understand children's needs and place toys step by step and purposefully.

As a teacher, we should also observe what children play, how to play, who to play with and what problems they encounter, and constantly reflect and adjust on this basis. Seeing that children are so fascinated by educational toys has prompted me to constantly study and develop new ways of playing. The attraction of pyramids to children made me realize that they were not satisfied with plane puzzles and began to be interested in three-dimensional puzzles. In order to develop children's spatial thinking ability, I put a three-dimensional puzzle. This toy has many spellings. No matter which piece is used as the base, you can spell out a cube. You have to keep looking at the shape of each piece with your eyes or feeling it with your hands, and you will succeed if you keep trying. Because I pay attention to respect the children's original experience and put in toy materials step by step, the initiative of children to participate in educational activities is constantly stimulated. After each activity area, there will be children who want to put together a three-dimensional puzzle in front of all the children, so that everyone can share their joy of success.

Second, grasp the timeliness and moderation, so that the guidance of teachers can meet the development needs of children.

With fun toys, children began to become interested in the puzzle area, but I found that when they encountered difficulties, it was easy to give up or transfer activities. How should we give them correct guidance at this time?

1, it is necessary to find the difficulties of young children in time and give them timely and appropriate support and help.

In guiding the activities in the jigsaw puzzle area, I pay special attention to children's motivation, goals and difficulties, and make timely suggestions to help them complete their tasks, so that the teaching materials can better play their due educational functions and values, and promote their cognitive development in children's operational interests.

Once, Li Xiangye was playing a jigsaw puzzle. She kept putting it together, but she couldn't spell the cube. I was ready to give up, so I quickly interjected: "This cube is not easy to spell, let Teacher Jin try." When I spelled out this cube, I said to Li Xiangye, "Look carefully, Xiao Ye. I'll take one or two pieces and you can put them back together. " These little leaves soon put together. I exclaimed, "Great, you got it right! Come on, look, I'll take another one, two, three and four. Can you put it back? " Xiao Ye thought about it and pieced it together. I said in surprise, "You are so smart!" In this way, I kept deepening the difficulty for her, and finally she could quickly put the seven pieces of the puzzle together to make a cube. Seeing the happy smile on Xiao Ye's face made me feel a sense of accomplishment.

2. Provide opportunities for children to share experiences and strengthen cooperation and mutual learning among peers;

In the past, when I put in a new toy, I would show the children how to play the day before, hoping to attract them to play in the puzzle area the next day, but the effect was not good. Some children will say, "it's boring, it's not fun." In practice, I found that letting children introduce new toys and demonstrate new ways of playing can not only satisfy his desire for expression, but also be more attractive to other children-"He can play, so can I". For example, when I provided the toy "Harmonious Paradise" introduced before, I didn't introduce it in advance, but when the children chose the activity area, I intentionally revealed to Liu Jiankun, who loves thinking most: "Tell you a secret, there is a new toy in the puzzle area today, which is particularly fun, but it is quite difficult. Do you dare to challenge? " Liu Jiankun listened and said, "Really! What dare not! " So he chose the puzzle area. After I instructed him to learn how to play "Harmonious Little Paradise", he felt a great sense of accomplishment and asked to introduce this new toy to the children and play after the corner area was over. This is exactly what I want to do. Through his introduction and display, the children not only learned about a new toy and how to play it, but also aroused their interest. The next day, someone naively chose the toy of "Harmonious Paradise". At this time, Liu Jiankun became a little teacher, teaching his companions how to play.

3. Constantly use language to motivate children and enhance their confidence in overcoming difficulties.

In the process of playing games with children, I always pay attention to understand children's different learning interests, different levels of development, different learning methods and children's emotions in activities, and constantly use language to motivate children, enhance their confidence in overcoming difficulties and improve their interest in learning. "Congratulations on your correct answer and enter the next level; Great; You are so clever. Your memory is really good ... "I often use this word, which is also a favorite compliment of children. They can arouse children's courage to overcome difficulties and challenge themselves, so as to gain a successful experience.

Through the research on the moderate guidance of children's games in the large class puzzle area, give me the following enlightenment:

(A), continuous reflection, adjustment, so that teaching materials meet children's age characteristics and development needs:

1, toys should meet the age characteristics of children in large classes, which is challenging.

2. It is necessary to appropriately reduce the difficulty of toys and design different levels from shallow to deep.

3. Teachers should first know how to play, love to play, and constantly study new ways of playing toys.

4. Understand children's needs and place toys step by step and purposefully.

(2) Grasp the timeliness and moderation, and let the teacher's guidance promote children's development needs.

1. Find children's difficulties in time and give them timely and appropriate support and help: reduce the difficulty of the game so that every child can get a successful experience.

2. Provide opportunities for children to share experiences and strengthen cooperation and mutual learning among peers: let children introduce new toys and show new ways of playing, which not only satisfies their desire to express, but also attracts other children-"He can play, so can I".

3. Constantly use language to motivate children and enhance their confidence in overcoming difficulties.