Some suggestions for improving teachers' guidance methods in kindergarten regional activities

Guidance in regional activities is a kind of invisible guidance, not only to give full play to children's initiative and creativity, but also to provide timely help and support, which requires a high level of guidance skills. Teachers can use the "game intervention method", "material provision method", "language guidance method" to participate in the game, to understand the situation and needs of the children's play, and give targeted guidance to improve the level of children's play. The teacher can improve the level of children's play by understanding the situation and needs of children's play and giving them targeted guidance. Intervention means that the teacher participates in the children's play as a player, using "parallel intervention" or "cross-intervention" to guide the children's play. Provision of materials refers to the provision of materials to facilitate the development of the game plot. Teachers can provide "alternative materials" or "supplementary materials" according to the needs of the game. Language guidance method refers to the teacher's use of "suggesting", "encouraging", "clarifying", "inviting

1. Guidance process to strengthen the interaction with children

Regional activities can reflect certain educational intentions and requirements, teachers can make plans through the identified activity objectives, create appropriate conditions for activities, and guidance in the process of the activities to influence children's behavior, stimulate the children's interest in their surroundings, active practice, operation and exploration, and to promote the children's comprehensive and harmonious development.

Teachers should reduce the activity tendency of authoritative intervention, promote the independent choice of young children, the teacher is no longer "create interest" - young children are "filled" into the corner, but rather Instead of "creating interest" - the children were "filled" into the corner - the teacher responded to the individual needs and wills of the children, what to do, the rhythm of the activities, the order of the activities, the activities of the partners, the activities of the rules by the children themselves to decide, discuss and coordinate.

But at the same time, regional activity is also a kind of independent exploration activity, a kind of bilateral activity of teacher-student interaction. In both the organization and process of the activity, children should be the center, so that they are free to choose, free to explore, free to express their own ideas when they should also learn to evaluate and self-motivation on their own. The supportive guidance of teachers in regional activities is different from the dominant guidance of teachers in group activities. It is also to move from the front to the back of the stage of the activity, from a leader to a supporter and promoter who respects the wishes of the children. This requires teachers to pay attention to the whole process of children's exploration and learning, so that they can fully understand the developmental level of each child, which is conducive to the correct guidance and help children at different levels. For example: from the implementation of the art game and record the process of discovery to study: through a series of processes starting from the cultivation of interest - guidance and encouragement of young children - to motivate young children again to stimulate young children.

2. Grasp the timing of the guidance, timely intervention

The child's exploration of learning needs to be supported by the teacher, help, but this does not mean that the teacher can be regardless of the circumstances of the arbitrary provision of help. In fact, it is only when the children's experience and ability are limited, making it difficult for them to continue their exploratory activities, that they are given a certain amount of support. This requires the teacher to have a keen sense of observation and judgment. For example, when a child is concentrating on a production activity, it is best for the teacher not to interrupt the child's thinking, so as not to interrupt the child's activity.

For example: "Beautiful Necklace": the puzzle area has a variety of hands-on materials, Yang Yang picked up the regional activities of the bee circled around, as if deciding on the content of the activity, did not hesitate to sit in the puzzle area, pick up the beads. Just want to wear and put down, look at the side of the Yu Xin busy, he seems to see the jubilant, regional activities time passed most of the time, he has not yet begun, suddenly he found what the secret, asked Yu Xin: "Are you according to the color of the regular wear?" "Yes!" This will he just started to play up, to the end of the activity, he took the necklace strung according to the shape of the law with my neck, said the teacher to be my princess ...... I expressed my willingness to be his princess, but also to give him a very high evaluation, told him that he had succeeded. This shows that teachers are constantly adjusting themselves to keep up with the children on the basis of observation and listening in order to enter their spiritually alive world. They create good material and psychological conditions for the children and use the results of their observations as a basis for improving their teaching, encouraging and supporting them without doing everything for them, so that they can learn in a self-persistent way, be self-serving, make their own decisions and free choices, and accomplish on their own what they have decided to do. Thus, the children's self-development level can be improved, and become the hidden and indispensable supporter of the children's activities.

Regional activities provide children with the opportunity to explore, discover and solve problems on their own, as well as the opportunity to practice. Here we can see that the teacher did not rush, but waited patiently, so that the children get a full experience. From this, we can see that the observation and guidance of regional activities is a very flexible and creative work. During the activities, the teacher still needs to analyze, adjust and reflect according to the children's activities, in order to better guide the children to explore, experience, learn and develop independently in the regional activities.　

When the teacher discovers that the children have some problems in the activity and really need to intervene, he or she must look for the best time to intervene. For example, when the child encounters difficulties in playing, the teacher should take the identity of a partner to assist the child at the side; when the child has a dispute problem, the teacher should take the diversionary approach to skillfully resolve the dispute. When the child is unfamiliar with the game play, rules, play the role of content, you can participate in a special capacity.

How to grasp the right time to intervene in the game is related to the actual effect of the game instruction. The right timing of intervention can expand and enhance the content and level of children's play. The opposite may inhibit their play. The following six scenarios indicate the best time for teachers to intervene in play.

(1) when the child is not engaged in the imaginative context of the play he or she has conceived;

(2) when the child has difficulty communicating and interacting with others;

(3) when the child repeats his or her original play behaviors over and over again, and has difficulty extending and expanding them:

(4) when the child has a lack of materials that makes it difficult to continue the play;

(5) when the child's play skills are not being improved; and (6) when the child has a lack of materials that makes it difficult to continue the play. 5) when difficulties with play skills occur;

(6) when there are negative behavioral effects in play;

3. Give more encouragement and help to the child

"The education given to the child by the adult is to assist in the child's self-development, to give him a hand out."

Sometimes in order to mobilize young children, regardless of success or not to give positive encouragement, there are differences between children, as long as the children are active participation, positive thinking, then no matter what the result, we must give praise and encouragement. Otherwise, children with weak ability always fail, which will make them develop fear and inferiority complex, and finally lead to lose interest in the whole game. For this kind of child, the teacher, on the one hand, individual guidance to help him master certain skills, praise when there is progress, so that he has confidence in their own performance, in addition to the ability of the child can be asked to play with him *** with the game, so that he also experience the success of the game.

The timid, lack of confidence in young children, teachers can use questions and tips to actively guide their minds, to help them think purposefully. For example, some children both want to stick post small fish and hesitate to do it, this is the teacher can ask him some questions: "Your small fish is living in what place? What is its greatest skill?" Then and the child together with the intention of sticking things, discuss in what position and how to stick out of the different forms of small fish, and then inspire children to add paintings for the work of the scene, so that children can finally get their own satisfactory works, experience success and joy.

The children in the game are the masters, the children in the game, not the adults in the game children, so the teacher's guidance should cater to the needs of the children, the basic principle of guidance is to respect the children's will to play. To this end, the role and status of teachers in children's games should be such 3 references: one is the creator of the game environment; the second is the observer of the game process; the third is the supporter of the progress of the game. This reference reflects both the respect for children's play initiative and the subjective initiative of the teacher.

4. Emphasize the evaluation after the game

The evaluation after the game is an important part of regional activities. The purpose of the evaluation is to guide children to carry out narrative, discussion, analysis, help children to organize the scattered experience gained, guide children to correct the wrong experience, so that children can share the joy of success, increase the interest in regional activities, but also for the next activity to put forward new requirements. Effective evaluation not only guides children to summarize the results of the activity, but also enables teachers to find out the problems of the activity in time. For example, after the end of the activity, let the children want to say as much as possible, say more, express his various ideas, self-expression, let the children introduce how to play in the activity? What problems arose? How was it solved? This can exercise the children's language expression and self-evaluation ability. In addition, the teacher should also comment on the children's behavior, so that their behavior is praised and reinforced, so that their level will continue to improve and receive a higher educational effect.

The Outline states, "Create a favorable environment in which young children can feel accepted, cared for, and supported, and avoid single, dull verbal lectures." Therefore, we change the goal of evaluation to sharing happiness, teachers can organize some evaluation activities according to the educational needs and the needs of children's game development, as appropriate. There are various methods of evaluation, but it is necessary to let the children have full opportunities to express their opinions, so that the process of evaluation can become a process of sharing the game experience of the children. You can guide the children to analyze the problems in the process of the game by themselves, and then *** with the proposed solutions to the problem, to establish the task of the next activity.

Specific evaluation content teachers can choose according to the purpose of the evaluation, the need for educational work, regardless of the use of the content of the division of the way, the evaluator in the evaluation of young children to have the correct value orientation, to use the dynamic evaluation of the way, the teacher in the process of interacting with young children in the continuous observation and assessment of their developmental potential, to adjust the strategy, adjust the appropriateness of the environment and materials and Give appropriate support to guide the development of young children.

5. Teachers should emphasize on improving the skills of guidance methods

The most obvious thing about regional activities after the curriculum reform is that the teacher has changed from the role of a conductor to that of an observer, recorder, inspirer, guide and other roles. The traditional teacher's role is usually to be the conductor, the sole agent of the children, and all the lessons and activities are pre-arranged by the teacher, and the children only need to cater to them. Montessori said, "It is not for the children to adapt to the teacher, but for the teacher to make an effort to adapt to the children, to get to know the children, to respect their inner rhythms and the order in which they perceive things. And to do so in their activities not by judging, but by assisting; not by ordering, but by offering services and creating conditions." Teachers need to be intentional observers and "invisible" mentors. In regional activities, children learn on their own, usually using their own experience to try to operate and see if they can solve problems independently. At the same time, children can also find many unknown problems, children have a lot of opportunities to directly face the difficulties and the opportunity to solve problems independently. Teachers should guide children to try some new methods, but never replace all the thinking and ideas of children. The teacher's suggestions are only suggestions, and children can choose to adopt them or not. The teacher is only guiding the children to try some new ideas, helping them to consider the problem from a new angle, or pulling them back from a detour, the problem-solving process is still child-oriented, and the teacher is a guide at this time.

Because of the temporary and on-site characteristics of the teacher's guidance in regional activities, and it is a kind of implicit guidance, the level and quality of the teacher's guidance is required to be higher, teachers should strengthen the learning of guidance strategies.

Regional guidance methods are explored through practice and theoretical learning and research, so on the one hand, we should strengthen the theoretical learning of regional guidance methods, and we can participate in some training courses about guidance strategies or learn some advanced guidance strategies from the Internet; on the other hand, we should summarize our experiences from the practice of regional activities and improve the level of guidance continuously.