How to promote the autonomy of children's games in large classes through environment creation and material transmission

First of all, children are the main body of activities, so that materials can make children move.

When children explore freely, teachers should create an environment in time, provide relevant materials and consider how to use materials reasonably according to children's exploration.

1. Combine material delivery with theme content, and organize regional activities around theme objectives. Theme activity is a comprehensive activity with the characteristics of openness, comprehensiveness and wholeness. Usually, the content of a theme can involve music, art, language, sports, games and other aspects, and it is an organic network structure. Regional games are an important way to achieve the goal of theme education. Materials are the foundation to support children's games. According to the goal of the theme activity, the game material is put in a planned, purposeful and selective way. For example, in the performance area "Bunny Darling" under the theme of "Cute Bunny", I made an image tree for children with foam and cardboard, cut grass out of crumpled paper and stuck it on the wall to highlight the background of the performance area, and then matched it with various colorful headdresses and some props. The children all like this game very much.

2. Constantly strengthen the operability of materials to make them rich and diverse. Children's knowledge and ability are constructed in the process of operation and activity. Hands-on operation can stimulate children's enthusiasm and interest in learning, which is conducive to children's independent exploration and learning. The purpose of regional activities is to let children try and operate, and feel happy and interesting from it.

3. Provide materials for cooperative games and improve the communication and cooperation ability between peers. Small-class children have strong personal consciousness and lack of cooperation consciousness, and often compete for toys. Providing cooperative materials in regionals can get twice the result with half the effort. For example, in the regional activity "orange peel sticker" under the theme of "apples and oranges", I drew a large background pattern and asked the children to make it together. When a painting is finished, everyone feels that playing together is happier than being alone.

Second, create a relaxed and independent activity atmosphere to provide free space for children's development.

1. Harmonious teacher-student relationship. Whether a relaxed game atmosphere can appear depends on the relationship between teachers and students during the game. When creating an activity atmosphere, teachers should understand children's feelings and needs with unfailing childlike innocence and participate in children's games as equal partners. When playing games, children are the masters and centers of the activities. Teachers should respect children's thoughts and play, and enjoy happiness with children.

2. Harmonious teacher-student relationship. Children naturally communicate with their peers when playing games. Teachers should help children learn to deal with each other's relations in communication, let children know that respecting others is the first priority, and be polite when communicating with peers. The most common situations in children's communication are fighting for toys and conflicts of opinion. In this regard, teachers should distinguish the situation, handle it fairly, and avoid subjective assumptions and rude interference; It is necessary to guide children to distinguish the correct attitude towards their own toys and other people's toys, learn to discuss and care for other people's toys, and make others willing to lend them to you.

Third, provide hierarchical and diversified activity materials to meet the development needs of different children.

1. According to the different needs and abilities of children, materials with strong operability, interest and variability should be provided as much as possible to attract children to actively explore. Different children have different interests, hobbies and personalities, and children of the same age also have different abilities and development speeds. Therefore, when providing materials, we can't "cut across the board" so that every child can develop in a suitable environment.

2. Pay attention to the safety and hygiene of collected materials. Most of the collected materials come from nature and children. Teachers must pay attention to children's health and safety, and put children's safety in the first place to avoid accidents.

Fourth, home cooperation to prepare materials to enrich children's regional activities.

Piaget put forward: "Children's wisdom comes from materials." The educational function of regional activities is mainly expressed through materials. The richer the materials, the more diverse the forms of regional activities, and the smarter, more confident and bolder the children will become in the process of operation. Therefore, teachers, parents and children need to cooperate with each other in material collection.

1. Make full use of natural objects. There are inexhaustible natural game materials in natural areas. For example, paste small leaves into small animals; Leaves are printed as bookmarks; Small stones are used as computing materials ... children can get free experience and creative fun in their free play, which also increases their imagination and cooperation ability.

2. Use waste materials skillfully. For example, teachers or children take shampoo bottles and cosmetics bottles home and put them in the "barber shop"; Growing onions and garlic in instant noodle bowls; The little clothes worn by children are made into little doll clothes; The bottle cap is made into a string bell ... Children participate in the production, their hands-on ability is improved, their sense of innovation is enhanced, their awareness of environmental protection is formed, and they prefer to play regional activities. In the theme activity of "I love my hometown", parents sent their children's travel photos, pictures of places of interest, souvenirs, travel videos and other related materials, which provided rich resources for the activity.

The creation of class regional activity environment is not only to beautify the activity room, but also a stage for children's self-expression and display, a world of imagination and creation, and a window for home information and experience exchange. Following Dewey's "learning by doing", Piaget's "cognitive development" and Gardner's "multiple intelligences" theory, we have continuously explored and improved the transmission of materials, which not only provides a best educational environment for children, but also is of great benefit to promoting the development of children's intelligence, emotion, social language and motor skills.