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What are the methods for observing and guiding regional corner activities?

Regional activities are the most direct and effective way for teachers to observe children and the most effective means of education, which is conducive to the corresponding improvement of children with different abilities. Regional activities can provide opportunities for each child's unique development. Rich operating materials can stimulate children's interest in activities. Children can explore and try independently according to their own needs, give full play to their imagination and creativity, form a sense of cooperation, and cultivate the ability of unity and cooperation.

So, how to create a reasonable regional environment? How to make the regional environment interact with children? How to organically combine regional activities with our educational activities? How can teachers help children develop in regional activities? This requires careful observation by the teacher.

First, observe children's activities.

Teachers should carefully observe children's activity status in activities, grasp the performance that can reflect children's activity level through observation, accurately grasp children's actual development level in activities through these performances, and purposefully change delivery materials on this basis, and provide timely and appropriate guidance when children need it, so as to improve children's activity level. According to children's behavior, we know which activity areas are more attractive to children, and according to children's personality development and learning characteristics, we know which operation materials children like.

For example, in our class, the most popular is the doll's house. In the doll house, children can dress up as parents like adults, learn to cook, take care of babies, choose vegetables and make quilts, imitate and experience the life of adults, and improve their self-care ability and social development ability through imitation and experience. At first, when children imitated adults to cook, we provided some small plastic containers (small pots, bowls, etc. ) and some plastic food (bread, rice, vegetables, fruits, etc. Children still remember it vividly because they have just been exposed to these materials. With the extension of time and proficiency in skills, the materials previously provided can no longer meet the improvement of children's skills, and they gradually lose interest in them. At this time, teachers should change new materials in time according to the needs of young children. For example, some small plastic cooking containers were replaced by homemade simulated kitchenware, and some plastic foods were replaced by jiaozi, steamed bread and vegetables. It can be made of non-woven fabric. You can also provide real vegetables and good flour according to the season.

Another example is the splicing area. Relatively speaking, boys have more choices. In the activity, boys and girls have different splicing contents in the same splicing toy operation. Boys can splice cars, guns, planes, etc. And girls can insert bows, flowers, birds, etc. Usually, after children play for a period of time, teachers will provide corresponding small auxiliary materials according to their actual development, so that children have more creative space.

Second, the guidance of children's activities

In regional activities, teachers will find that children's favorite areas are often crowded with people. When this happens, they usually use area markers. For example, there are only four small footprints on the floor of the doll's house, which means that only four children can enter, and similar toys of different difficulties in the puzzle area are only placed in four baskets, so that children can learn to choose other areas for activities or learn to wait. In regional activities, teachers' proper guidance is very important, and teachers should adopt different strategies for the following different phenomena.

It is difficult for children to operate. For example, in the art district, the children's pre-production was very smooth, and finally they encountered difficulties in choosing adhesive materials. Choosing multiple bonding materials can't firmly bond two items. At this time, the teacher can give some advice and guidance to the children, which can deepen their impression and make them feel the care of the teacher.

Children can't play anymore. For example, the doll house can only have four children at a time, four children are already very active, and one child wants to participate. At this time, teachers can introduce people and guide children to think about what else they can do to join everyone's game. The child said: I want to be a guest at the doll's house. In this way, the child joined everyone's game as a guest.

There are problems and disputes among peers. In the activities in the construction area, children are happily building houses for small animals. A child accidentally knocked down the giraffe's house when he turned around. Other children accused the child one after another, and some even attacked with small hands. At this time, the teacher should intervene appropriately: "It's really cold. Let's help the giraffe repair the house quickly. " So under the clever solution of the teacher, the children began to play excitedly again.

Children behave negatively and kill time. Dollhouse is the most sought after and popular area, but every time the same thing is repeated, the children will show boredom. At this time, the teacher can intervene as a guest and ask the children to make a cup of juice or stir-fry to stimulate their interest in activities; You can also ask the owner of the doll house to take the baby to watch the programs in the performance area to enrich the children's game content.

The emergence of children's creative behavior. In the splicing area, most children will use gear plastic to insert something similar to an airplane pike. A child used a combination of gear plastic and cannula plastic to splice bicycles. The teacher discovered the child's creativity in time and gave him encouragement in time.

According to children's individual differences in activities. No matter whether children are successful in activities or not, teachers should give positive encouragement and affirmation, because each child's personality development and ability have individual differences. For children with weak ability in one aspect, in the process of guidance, teachers should reduce the difficulty of the game, let the children experience success, help them build skills in the game, and improve their ability through continuous practice. Teachers can also ask children with strong ability to be small teachers and engage in activities with children with weak ability, so that communication between peers is easier and it is more convenient to improve children's ability. While helping, children with strong ability can also experience the happiness of helping others.

In children's activities, teachers should intervene and guide children with appropriate status and timely opportunity, which will achieve unexpected results. Teachers should sometimes be playmates of games, sometimes mediators of time, and sometimes bystanders. After children's problems in activities are solved, teachers should quit at the right time. When problems and contradictions increase, teachers should choose appropriate methods to help children solve them, so as to reflect the artistry of teachers' guidance and intervention.

Three. Post-activity evaluation

Evaluation after each activity is very helpful to improve children's activity level and activity experience. Through evaluation, children can know how to play games and solve problems in activities, and teachers can also know the actual level of children's activities and adjust and replace regional materials in time. Some evaluations can be said by children themselves, which can also exercise children's language expression ability and improve their evaluation ability; Some evaluations can be said by teachers to help children pave the way for the next regional activities, and at the same time, they also impart some knowledge and skills to children.

For example, in an activity in the art district, a child chose the method of rubbing paper rope to paste the shell for snails. Because the snail shell is a thin spiral, it is easy to stick to the hand when glued with a glue stick, which makes the gluing activity more difficult. After several attempts, the child has no good method. At this time, I quietly suggested that I could choose a tool to help paste. When the children saw the small scissors beside their hands, under the guidance of the teacher, they used the tips of the scissors to paste and press, and soon finished the work. When summing up the regional activities, the children stood up boldly and told the whole class about the new methods in regional activities in their own language. Through the children's own summary and evaluation, this method quickly spread in the art area, and children not only paste snail works in this way, but also widely used in other paste works in the art area.