First of all, we need to know what corner activities are.
District corner activity refers to the activity that teachers purposefully create an activity environment and put in activity materials according to their educational goals and children's development level, so that children can learn independently by operating and fiddling according to their own wishes and abilities. District corner activity is the most effective measure to "provide every child with an opportunity to express his strengths and succeed, and enhance his self-esteem and self-confidence". District corner activities have obvious advantages in embodying children's subjectivity and developing children's operational ability and exploration ability. The realization of the educational value of district corner activities can not be separated from the effective guidance of teachers. Only when teachers adopt corresponding guiding strategies according to the characteristics of each link of district corner activities and pay equal attention to the three links can they promote the smooth development of district corner activities and effectively improve children's abilities in all aspects.
What role should teachers play in regional corner activities? There are clear definitions in the guide. In the process of creating district corner activities, first of all, teachers should respect children, accurately locate the role of teachers, and be good supporters, collaborators and guides. In activities, our focus should be on cultivating children to feel and care about the fun of activities, rather than deliberately rewarding them and ignoring the essence of activities. For example, when a child does something that should be borne by himself, for example, the child picks up a towel that was accidentally dropped, or helps the teacher fold the quilt, or even gives the child a positive behavior because he is good at eating, and rewards him with a red flower. In the future, children will point to material rewards from inner pleasure, sense of responsibility and self-discipline satisfaction. Such education is not worth the loss. Therefore, in district corner activities, teachers should emphasize autonomy, let children choose and participate independently, and feel the joy of participation from the heart. While cultivating children's autonomy, we can't ignore the role of teachers, which is inseparable from the guidance of teachers. How can teachers give full play to their guiding role? The guiding role of teachers is mainly reflected in the transmission of materials. The delivery of materials should be scientific and practical, and some materials with regional characteristics and familiar to children can be put in combination with local regional characteristics, which is convenient for children to choose, but the rationality of use should not be ignored in order to seek novelty and difference, so the importance of teacher guidance is fully reflected in the delivery of materials. In the activities, teachers need to observe the performance of children in every activity in time, make a scientific evaluation, and adjust and increase or decrease materials according to the performance of children. For example, in the role-playing area, middle-class children can gradually put some real ingredients for their children to operate after they are familiar with the use of restaurant toys, so as to improve their enthusiasm for participation and stimulate their active exploration.
Secondly, the teacher's intervention and guidance should be timely. Only when children are really limited by their own experience and ability, it is difficult to continue their exploration activities. Children can choose freely and act independently, and teachers give timely and appropriate support, help and guidance. In the whole activity, let the children really become the masters of the district corner and give full play to the educational value of the district corner activities.
However, in district corner activities, children's partiality has always been a problem that puzzles teachers. In order to cultivate children's autonomy, children are given full initiative in district corner activities, but this will always let children choose their favorite areas for activities, which will lead to children's partiality. And teachers can't interfere with children's autonomy too much and force children to participate in activities, which forms a contradiction. How to change and break this contradiction? You can take a certain form of rotation after the corner activities have been carried out for a certain period of time, so that children can take turns to communicate in all corners. Teachers divide children into groups through games, and then draw lots for children to participate in activities, and carry out activities in groups, which can break the phenomenon that children are partial to subjects. However, in order to fundamentally and truly change the phenomenon of partiality, teachers need to devote more energy to analyzing, researching and exploring the reasons of individual children's partiality, and find out the crux of partiality, whether it is due to lack of materials, children's lack of life experience or children's hobbies. After finding out the reason, we should essentially break the phenomenon of partiality and change it. Here again, the importance of teachers' indirect intervention is reflected.
It is difficult to realize children's independent exploration in collective teaching. Let children take the initiative to explore through free activities in different districts, and realize exploration and discovery through constant attempts. Because children's age and life experience also limit children's exploration behavior, in activities, it is mainly manifested in a single situational action. Seeing such a situation, teachers can't teach children what to do and how to play games, but should analyze it carefully and find out the reason: is it lack of life experience or lack of activation? Or is the material single? After finding the reason, we must solve the problem. It is because of the delivery of materials that this is easy to solve. It is necessary to put relevant materials in a targeted manner. If it is caused by life experience, we should consciously enrich life experience by prompting, accumulating, talking, inspiring, sharing and communicating. For example, a child playing with a doll's house will only play the role of a mother holding the doll, putting the doll to sleep and singing to the doll. When observing this phenomenon, teachers can organize a conversation activity in the usual teaching, stimulate children's life experience through conversation and discussion, help children accumulate experience, and transfer life experience to game activities to better explore and discover in the game. Sometimes guidance does not need to be too deliberate. It will be more effective for teachers to participate in the game as players and guide their activities subtly. In the doll house, the teacher can play another mother and talk to the "little mother": "What milk powder did you give the baby? Who is sick to see? " While talking, you can breast-feed your baby, or you can call the waiter in the restaurant to serve and demonstrate the message you want to convey to your child. Children will stimulate their life experience through observation and imitation, thus enriching their activities.
As a teacher, we must always be vigilant in the corner activities, analyze and judge whether guidance is needed, watch more and move less, observe and judge rationally, analyze the significance of their activities, and be an observer and participant of the game rather than a destroyer. Only when children appear the following situations, it is necessary for teachers to intervene: when children leave the game for a long time, teachers should pay attention and intervene; When children repeat simple and single actions for a long time, they also need to intervene to let them break such a single repetition; In addition, when children break the rules or have serious destructive behaviors in the game, teachers must intervene and stop them.
District corner activities are becoming more and more important and irreplaceable in kindergarten teaching activities, but district corner activities are not simple zoning activities. Cultivating children's initiative is not to nourish lazy teachers, but to ask teachers to explore and discover more actively, so as to really and effectively carry out district corner activities and finally achieve the goal with the guide as the background.