How to effectively carry out teaching and research activities in kindergarten area corner activities lesson plan 30

How to effectively carry out kindergarten corner activities suitable for the characteristics of this kindergarten

Liu Yingying, Kindergarten of Miaozhuang Primary School, Yishan Town

Teaching and research time: 2016.4.23

Teaching and research location: Middle class classroom

Participants: All kindergarten teachers

Teaching and research topic: How to effectively carry out kindergarten corner activities suitable for the original characteristics Teaching and research goal: Pass Discuss and watch relevant videos, you can create and organize district corner activities according to local conditions, and give full play to the initiative, education and fun of district corner activities. Teaching and research preparation: related videos, information collected before the meeting

Teaching and research records:

The famous educator Tao Xingzhi once said: “We discovered children’s creativity and understood children’s creativity. Creativity requires liberating children's minds, hands, mouths, time, and space so that they can get real activities and get real education from activities. It can be seen that children should be given freedom. How important is the space for development. Playing is the nature of children. Playing is also the main way for children to learn.

Children’s corner activities are not teachers’ preparation of materials. Children can just operate. More importantly, we should pay attention to the creativity and exploration of corner activities, so that children can learn through play, interact with materials independently and gain knowledge. Every child loves to play games. By nature, games have always attracted countless children with their unique charm. As an educational game activity, people have become more and more aware of games. A relaxed and harmonious environment, rich materials, and a wide range of content are provided, and the teacher is only an observer and guide in the process. Therefore, the children learn very easily and naturally. , there is no pressure, they can do what they want. So how can we carry out district corner activities more effectively?

1. Preparation before the activity

Preparation before the activity, Including the creation of the corner environment and the preparation of the corner materials.

In terms of the creation of the corner environment, teachers should consider the age characteristics of the children in the class, the needs of the children, as well as the specific circumstances of the region and kindergarten. To consider. Among them, it is very important to clarify the goals of the activity area. The goal is the basis for creating the corner environment and placing materials, and it is also the basis for observing, guiding, and evaluating children's activities. To implement. For example, in the first semester of small classes, children's hand-eye coordination can be improved through a series of activities such as threading beads, feeding with spoons, and holding paper balls. Sometimes, one corner can also achieve several different educational goals. : Activities such as touching shapes and puzzle shapes in "Wonderful Pocket" can not only learn the concept of shape, but also cultivate children's touch ability. If the content matches the goal, the corner activities will not be just a formality and blindly messy. , consider the reasonable arrangement of dynamic areas and static areas. For example, the reading area needs a relatively quiet environment. If possible, it can be arranged in a separate place or a separate corner, and it is not easy to be together with the music area or construction area. < /p>

In terms of preparing materials for corner activities, it is necessary to pay attention to the level of materials used in corner activities. They are tools for operation, learning tools for exploration, and the material basis for children's learning. The materials determine what kind of activities can be triggered to achieve the corresponding goals. Therefore, the materials for corner activities must be hierarchical, so that children of different levels can choose according to their own needs. For example: the "matching" exercise can be about size matching (matching large and small bottle caps with bottles), or shape matching (matching number boards and number shapes); it can also be quantity matching (matching dot cards and quantities) . Another example: learning paper-cutting practice can be from cutting randomly → cutting thin strips → cutting curved paper strips; from cutting newspapers → cutting thin board paper → cutting paper shells; from cutting paper → cutting cloth → cutting woven bags, etc.

Different materials and varying levels of difficulty can fully meet the needs of children at different development levels. Therefore, the material placement must be layered, diverse, open and suggestive, so that children can accumulate various experiences in the "interaction" with the materials.

2. In the process of district corner activities, teachers’ tasks

In district corner activities, teachers can neither instill indoctrination from a high position nor let them go freely. Children with slow reactions should be provided with more time to explore, allow children to make mistakes, and do not rush for success. Teachers should become loving, silent guides who stand behind children and truly obtain accurate information from observation. They should observe children's points of interest and situations in games that require teacher intervention. They should observe children's language, behavioral interactions, and The process of discovering and solving problems so as to be fully prepared to guide young children.

When children start activities, the teacher's task should be adjusted to observe the children's game needs, understand the children's game level, and provide guidance to the children at the appropriate time. Issues such as what teachers should observe and what guidance strategies can be used should be considered by teachers before activities.

The observation contents include: First, see whether the activity environment can stimulate children's interest, whether the materials are suitable for children of different development levels, whether the quantity of materials is sufficient, etc. The second is to focus on observing the children's learning and exploration, such as what the children's current interests are, analyze why the children do this, understand what difficulties the children have during the activities, and grasp the cognitive level of each child. , emotional attitude characteristics and personality differences, etc.

Guidance strategies include:

1. Mainly indirect guidance.

Rely on materials as a medium for guidance. For example, if a small class becomes proficient in feeding with a spoon, they can make the animal's mouth smaller, provide a flatter spoon, or use chopsticks to pick up soft and flat materials, etc., to stimulate new enthusiasm for exploration. Rely on questions as a medium for guidance. For example, teachers should often use heuristic and exploratory questions to guide children to continue activities, "Maybe there are secrets? Try again", "Why does the balance tilt, let's see again", etc., to guide children to further try and explore.

2. Timely and appropriate guidance is appropriate.

Timely refers to when to intervene and provide guidance that needs to be flexibly grasped. Generally, teachers should provide timely support and help in difficult situations such as when the exploration problem is difficult to deepen, when there is a lack of materials, or when disputes arise.

Moderate means that teachers should leave room for guidance and not directly tell children the answers. They should try to let children learn, explore and discover by themselves, so that corner activities can truly become children's own activities.

3. Teacher’s evaluation at the end of the corner activity

After the children explored the corner activity, the teacher promptly organized the children to communicate with each other about their experiences and gains, and share their happiness and success. ; Summarize and evaluate children's activities, trigger children's feelings and enhance children's experience.

1. Teachers’ evaluations can be encouraging. For example: "Your beads are so long" to encourage children to concentrate on practice and complete a task consistently; "You spend the least time matching bottle caps" to praise children for their fast learning speed and flexible movements, etc. .

2. Teacher’s evaluation can stimulate interest. For example: for those neglected areas that have development value but have not aroused children's interest for a while, teachers can inspire children to arouse children's interest in participating in activities; guide children with biased abilities and interests so that children's interests can be directed More broadly.

3. Teachers’ evaluation can be discussion-based. For example, conduct a group discussion around a question that a child is interested in, "Is there any way to quickly match bottle caps?" Such meaningful discussions can sublimate the sparks of children's thinking in the collision, and enhance operational experience. promote.

These three evaluation methods are more often used in combination. Encouragement is infiltrated in discussions, and interest is stimulated in encouragement, so that every corner activity allows children to fully experience the joy of success and exploration. It ends with a feeling of interest and confidence, and inspires the child's desire to continue the activity next time.

In short, the effective development of kindergarten area corner activities must be carried out reasonably and effectively based on the characteristics of the region, the different age characteristics and different development needs of children, and the educational goals. It also requires teachers to have strong love and Only by having a sense of responsibility, mastering certain theoretical knowledge, and being good at summarizing experiences and deficiencies in practice can kindergarten corner activities be carried out vividly and effectively, so that children can truly become the masters of corner activities.