How to guide children to cooperate in kindergarten regional activities

domain activities, as an educational idea, were first put forward by Montessori, that is, respecting children's needs and interests, freely combining, adopting different learning methods, contents and progress, and carrying out activities suitable for individual needs. Accordingly, the classroom space is divided into several "activity areas" in which educational activities are completed. In the early 199s, this regional activity model, which prevailed in the field of preschool education abroad, was introduced to China, which is an "exotic" product for the traditional preschool education in China, which is dominated by collective activities. The characteristics of regional activities are freedom, autonomy, indirectness of guidance and individualization. Compared with collective activities characterized by control, guidance, directness of guidance and emphasis on the same sex, they are not only two specific forms of educational organization, but more importantly, they are the embodiment of different children's views, educational concepts and curriculum design orientations.

Therefore, it is not easy for regional activities to be integrated into the children's education field in China, which was born and raised in China. At present, although it has entered kindergartens with collective activities as the main position, it has not fully played its role in essence. Some kindergartens, when making teaching plans, pay more attention to what classes to attend and how to arrange group activities, and seldom or never consider the corresponding regional activities. Even if they are included in the plan, they are not implemented as planned. Some kindergartens regard regional activities as a foreshadowing or extension of collective activities, and fail to fully tap the educational value of regional activities.

how to re-examine the regional activities of kindergartens with an open and dialogue attitude? How to fully tap and play the educational value of regional activities? These are all questions that need to be considered. There are 27 children in my class (big class), including 22 boys, who are almost "obsessed" with construction activities. Some problems in the construction of activity areas are * * * problems in regional activities, so this paper chooses the construction of activity areas as the starting point to talk about our exploration of teachers' guidance strategies in regional activities.

First, the space and time strategy of regional activities

First of all, the regional space should be adjusted and expanded according to the needs, so as to effectively use idle space and improve the congestion. In terms of regional layout, our garden tends to be "divided around, with the center left blank", that is, the surrounding areas of the classroom are divided into regions, and corresponding materials are put in, and the regions are separated by low cabinets, and a large space is reserved in the center of the classroom for collective activities. However, it is often faced with the situation that children in some areas rarely enter, which leads to idleness. In some areas, children like it very much and are too crowded, and the central blank space is also idle. How to solve the problem of coexistence of space waste and space shortage? We tried to break the regional boundaries and expand the closed regional space, and extended regional activities to the center of the classroom or other corners as needed.

The children who can be accommodated in the construction activity area are limited, and more children can only choose other areas, and it is impossible to occupy the space of other areas when arranging the areas. In order to solve this problem, we take the following measures: subdividing the construction activity area into building area and splicing area, etc. The building area is located outside the corridor, mainly focusing on the delivery of wooden blocks, supplemented by other waste materials; There is a splicing area in the classroom, but there is only a low cabinet for placing materials, and no specific boundaries are set. Children who want to join can bring their own mats, choose their own construction materials and choose their own positions, and extend the regional space to the center of the classroom and some idle areas. Make full use of indoor space to meet children's activities.

Secondly, in the arrangement of regional activities, we adopt the method of "combining institutionalization with flexibility" to respect children's learning process. As large-class children are facing primary school, collective activities occupy a large part of time, and the time for regional activities is only half an hour every day. Time constraints make us face such a problem: the children just "gradually get better" in the activity area, and it was not long before the teacher announced that "time is up", so the children had to reluctantly pack up and leave, and come back the next day. Obviously, the prescribed regional activity time is far from meeting the needs of children's activities, but the schedule of kindergartens is institutionalized and cannot be easily changed. How to solve this problem? We try to combine collective activities with regional activities organically to realize the effectiveness and purposefulness of regional activities under the theme background.

For example, in the theme activity of "My Class", some children suggested to build our class in the construction activity area, which was approved by most children and they were eager to try. At this time, the teacher saw that the interest point of children's activities had shifted, so he adjusted the teaching plan according to the children's needs, ended the group activities ahead of schedule, guided the children to implement the ideal of "building classes" step by step, and combined several preset contents such as "painting classes" and "class slogans" with the interests generated by children and put them into group regional activities to infiltrate. Through discussion, the children thought of drawing pictures and signs before Gai Lou, so they spontaneously divided into groups. The art area group designed class sketches, the language area group designed signs and slogans, and finally the construction activity area group built and designed classes according to "drawings". Through group cooperation, the children experienced the process of operation, construction and design, and realized their original ideas.

second, the environment and material arrangement strategy of regional activities

creating a positive and suitable regional environment is the basis for the smooth development of children's regional activities. Our construction activity area is adjacent to the role area, and the art area is connected with the natural corner. The adjacent setting of the relevant regional space is helpful to stimulate the interaction and exchange of related activities. In addition, in the arrangement of materials, we pay attention to the following points:

First of all, it is our focus to clarify the function and educational value of materials and the core educational value of regional activities. Taking the construction of activity area as an example, in order to let children play with building blocks, teachers must have enough knowledge of building blocks, experience the difficulties that children may encounter in the process of building and experiencing in person, analyze the key experiences contained in different building activities, and be aware of them, so as to arrange and arrange the construction activity area and give appropriate guidance freely when facing problems.

in p>1924, CarolinePratt, an American educator, designed and invented a set of building blocks, which were called "UniteBlock", and it was this kind of unit building block that my garden was equipped with. Its characteristic is to keep the primary color of wood, and to design the "basic block", "double block" and "quadruple block" in an accurate proportion. The height and width of these three building blocks are the same, and their lengths are increasing exponentially. Subsequently, 38 kinds of unit building blocks, such as arc, cylinder, triangle, fork, half arch and double arch, were added.

Adequate activities need sufficient materials, sufficient operations and sufficient time, and construction activities are an important learning activity. In the process of stacking, stacking, disassembling and building, children use a variety of senses to explore things, understand the internal relations between things in the process of operation, obtain preliminary three-dimensional space and mathematical concepts, understand different geometric shapes, and learn to pair. When they build their own world, they will get a sense of accomplishment. They can also play role games and reflect real life through thinking and creation. It can be said that the wonder of building blocks in activity area lies in providing children with ways and tools for integrated learning, which integrates operability, artistry, creativity and inquiry.

Secondly, grasping the strategy of selecting, putting in and using materials, giving full play to the "live" value of materials, regional materials are the media for children's development, and selecting, putting in and changing active materials is one of the guiding strategies for teachers to influence children's behavior and support children's learning and development.

Taking the construction activity area as an example, building materials are the material guarantee for developing construction games. Our class provides suitable materials for children's construction activities in terms of quantity and types, not only giving children finished toys such as unit building blocks, plastic animals, cars, trains and tracks, but also providing sufficient, safe and hygienic waste materials based on the actual situation. Diversified materials enrich the content and form of regional activities and stimulate children's creativity and conception.

The sources of waste materials are mainly collected by children and teachers. By organizing children to discuss "Where do waste materials come from?" "What can waste materials be used for?" Topics, such as helping children broaden their minds, think it is an interesting job to collect waste materials: washing the sour milk bottle is the pillar needed to construct the activity area; After drinking milk at home, the remaining cartons can be used to build a "castle"; Bought new appliances, packaging foam boards can be used when building balconies ... Because these materials are collected by children themselves, they also cherish them, and they consciously pack them up after playing. In the art area, everyone processes the waste materials to make them more suitable for use in the construction activity area. For example, bricks made of cigarette cases, columns made of potato chips, stairs made of toothpaste boxes, street lamps made of jelly shells, flower beds made of cake plates, etc., have become the necessary "treasures" for children to build.

When we put in materials, we studied the educational goals and values contained in each material. By observing the performance and experience of children's usual activities, we put in construction materials at different levels to make the construction works vivid and make the children's construction level develop to a higher level.

When children are building an overpass, they need to build a slope, but they can't find any material to support the slope. After several failed experiences, children's interest in building the slope has weakened. The teacher saw the limitations of the existing materials in time and took out "dominoes" for the children to choose. In a short time, they figured out a way to build the dominoes into a staircase shape, and then put the road obliquely on it, making a slope for cars to be unimpeded, thus solving the "technical problem".

In addition, when the materials are insufficient in the construction, the teacher will remind the children what materials can be used to replace them and how to replace them, which can also produce results. By skillfully using auxiliary materials, children learn to explore boldly and use one thing for many purposes, which not only improves the building level, but also cultivates the ability to solve problems.

Third, the guiding strategy of regional activities

Paying attention to the accumulation of children's life experience, guiding children to observe life experience in an orderly manner is the basis of children's regional activities, and attention should be paid to the accumulation of children's life experience in daily life. Taking the construction of activity area as an example, children are usually guided to observe things in a certain logical order, such as from top to bottom, from near to far, from whole to detail, and observe the shape, color and structure of objects, so as to form the habit of carefully observing things around them. If you look at the "bridge", first look at the pictures of various bridges. Different bridges have different shapes, including arched bridges, overpasses, cable bridges, wind and rain bridges and pontoons. Different materials, such as stone, wood and concrete; The structure and combination are also different. Through observation, children perceive the names and shapes of various parts of the bridge, and guide them to think about which building blocks to replace which parts of the bridge, and how to express the structural characteristics and combination relationship of the bridge with building blocks.

Grasp the characteristics of children's age, naturally intervene in the process of activities, and give appropriate instructions. Only by in-depth analysis of the content of regional activities, children's age characteristics, learning characteristics, original experience, etc., can the overall instructor guide skillfully on the basis of understanding and respect. Children in large classes have some experience in building, pay more attention to details and are creative. They began to consider the layout, which can make the structure of the objects more complex, fine and symmetrical, and can discuss, divide and cooperate with their peers. On this basis, teachers can focus on the transfer and application of experience. However, due to the openness and dynamics of regional activities, teachers' on-the-spot guidance in regional activities needs higher skills, which should be based on expectations and comprehensive consideration, but also be flexible and flexible.

Before regional activities, the construction theme should be clearly defined, so that children can know the layout, division of labor and sequence of activities. The theme can be discussed by children themselves, or decided by teachers and children through discussion, and valuable content can be screened from activities that children are interested in. It can be a theme that is inseparable from children's life: "the community I live in" and "our space base"; You can also construct localized themes, such as the Great Wall. Presupposition activities that children have not paid attention to for the time being, but are valuable, should be transformed into activities that children are interested in through various channels.

In the process of construction activities, due to the complexity of the construction process, there is a high demand for intelligence and motor skills. Without guidance, children may lose confidence due to lack of operational skills, give up construction activities or stay in a low-level game state of knocking, knocking and throwing for a long time. Therefore, teachers should observe children's activities, on the basis of understanding children's construction level, make clear the direction of guidance, set progressive and constructive questions, naturally conduct random education, give proper instructions and give overall guidance.

After the regional activities, children can be asked to make a self-evaluation. For example, children can talk about what they built, who they built with, and what difficulties they overcame when they built, which not only satisfies children's desire to express themselves, enhances their confidence, but also develops their language skills. If it is a group evaluation under the guidance of teachers, it should be good at capturing and commenting on the valuable contents of most children's development and enhancing the educational value contained in the evaluation. For example, when the teacher was evaluating the shape of the "space base", many children scrambled to say what they had built. After the teacher asked in turn, he said, "No wonder it was so great! So you cooperate well! " The brief evaluation made all the children realize the importance of cooperation. You can also guide children to appreciate works, record children's construction works with maps, and take photos of their achievements and post them in the construction activity area.

Using peer resources to guide division of labor and cooperation, it is easier for * * * to communicate with peers who have completed tasks than between teachers and children. As long as one or two children in a group have a high level of building, the building skills of this group can be improved quickly. The ability of children to learn from each other is very prominent in the construction activities. Children in large classes tend to build games in groups, and children in large classes can even unite to design and build complex shapes. At this time, teachers should be able to use peer resources in time, guide division of labor and cooperation, and complete the construction works together.

Mutual acceptance between peers is the guarantee of successful cooperation. However, when * * * plays with each other, they have their own ideas. When there is a dispute between them, they must make concessions and settle the dispute through consultation, because they have no absolute authority. Learn to look at problems from the perspective of others, enhance children's sensitivity to the influence of their actions on others, and thus promote positive peer relations. However, sometimes children do not have enough ability to solve conflicts, so they need the guidance of teachers, which can not only solve conflicts properly, but also promote the development of peer relationship.

In short, through grasping the characteristics of children's age and careful observation of children's activities, through the study of the space and time arrangement of regional activities, and through the practice of selecting and putting in materials for regional activities, teachers have adopted relevant follow-up strategies to adjust educational behavior and related areas in time, thus promoting the continuous enrichment and deepening of regional activities. Let children learn to share and cooperate in the game atmosphere of negotiation, humility, sharing and exchange of resources, and experience success and frustration, so as to realize the harmonious and all-round development of children's personality.