How to scientifically put in the materials of kindergarten regional activities

Kindergarten regional activities are independent activities for children to perceive and acquire knowledge through operating materials, which are activities with children as the main body and teachers' support as the supplement. Children can operate independently, communicate freely, exert their imagination freely, stimulate their creative potential and get all-round development in regional activities. In regional activities, children develop mainly through interaction with materials. Therefore, regional activity materials have become an indispensable material medium. The core of the implementation and development of regional activities is the transmission of activity materials, which are the soul of regional activities and the carrier of children's learning content. However, at present, there are still many problems in the material delivery of regional activities, such as: the material delivery is a mere formality, more fixed and less changed, and some even remain unchanged, which can not make children feel fresh and interesting; Only more materials are invested, but the purpose and pertinence are not enough, lacking in hierarchy and dynamics; The educational value of some teaching materials is not tapped enough, and so on.

Then, how should we scientifically put in materials for regional activities to meet the development needs of children at different levels and stimulate their creative potential? This article will discuss from the following aspects:

First, layered dynamic materials are put in.

Regional activities can meet the needs of children with different interests and abilities and provide them with a rich activity environment suitable for their development, which is the biggest advantage of regional activities. Whether lively or taciturn, children can find suitable forms of activities in regional activities, communicate independently and give full play to their initiative. This requires educators to pay attention to the hierarchical and dynamic nature of materials and give full play to the advantages of active materials.

(A) the hierarchy of materials

On the one hand, placing hierarchical materials in the activity area can provide children with exploration space to a certain extent and meet the needs of children with different abilities to obtain different cognitive experiences. For example, in the art area, children in small classes are provided with different types of paper: if it is a painting, there are two kinds of paper with animal outline edge and without animal outline edge; In the case of tearing paper, the provided paper strips can be changed from wide to short, from random tearing to tearing along the trace, from tearing noodles to tearing biscuits until tearing small animals, from single tearing to pasting combined tearing. Children with different abilities can practice at any level, which not only meets the general development needs of children, but also meets the special development needs of children, so that children who lack self-confidence can see success and successful children can constantly see new directions. For another example, in the "fun bubble" activity in the science area, we put in three levels of materials. The first-level materials include ready-made bubble water, clean water and detergent, which can meet the development level of the first-level children, learn to blow bubbles, and distinguish clean water from washing; Secondary materials include tools with different thickness, length and texture (lead wire mesh, gauze mesh, etc.). ) straws can meet the development level of children who have reached the second level, blow bubbles with different tools, and compare the differences of bubbles; The third-grade materials include transparent containers with scales and small seals, which can meet the development level of third-grade children. Explore the preparation method of soaking water, experience the concentration relationship, and make a simple record with a seal. It can be seen that teachers should consider the development level of children at different levels when transmitting materials, and one material and multiple ways of playing can meet the needs of children at different development levels. If only the same level of materials are delivered and only the development level of most children is considered, the development of some children with strong ability will be hindered.

On the other hand, from the processing degree of materials, raw materials, semi-finished products and finished products can be provided for the same activity area. Provide activity materials with different difficulties according to children's different abilities, so that teachers can give targeted guidance and help to children with different abilities, better teach students in accordance with their aptitude, and promote children to improve at different levels. For example, in the art area, teachers can provide children with ready-made wine glasses for decoration, and they can also provide eggshells, sand and paraffin wax for children to make their own wine glasses, which is conducive to children's hierarchical operation and exploration, and encourages children's independent learning to a greater extent.

(B) the dynamic nature of materials

The provision of teaching materials should not be static, but should be adjusted and supplemented in time according to the educational objectives and the continuous improvement of children's ability. No matter how interesting the material is, if it is always unchanged, it will lose its original charm. When children's interest in the original materials weakens, they should be supplemented and adjusted in time. According to children's new interests and needs, we should improve and discard unsuitable materials, develop and explore new materials, and make the materials more targeted and more in line with children's development level. For example, children like to cut and paste, and teachers put colored handmade paper and cutting tools in the art area. With the weakening and transfer of children's interest, increase disposable paper cups, boxes, colored strips, sticky paper and other materials to improve children's interest. With the in-depth development of activities, based on children's interests and development level, we will continue to provide operable teaching materials that adapt to educational content and objectives, so that children can develop step by step in an ever-changing environment. The dynamic nature of materials is also reflected in the interaction between parallel classes. Teachers in each class should communicate and exchange information about children's regional activities in a timely manner, so as to complement each other and share resources, so that the information can really serve children's activities.

Second, put targeted and targeted materials.

(A) the objectives of the materials

In regional activities, the delivery of materials is targeted and closely related to our educational goals. The materials should be targeted. Teachers should consider whether the teaching materials meet the needs of children's age according to their age characteristics, and at the same time make the teaching materials meet the actual development needs of children at this stage. In the material delivery, choose to deliver operational materials that can promote children's development. For example, when children explore the ups and downs of objects, they are very interested in ups and downs. Teachers provide all kinds of operating materials, such as bottles, marbles, wood, foam, paper clips and so on. We also designed a record table (pictured) for children to record the results of the activities.