Evaluation of Kindergarten Children's Autonomous Play Performance

First, organize reasonable game scenes and improve the ability to arrange activities independently. The activity room of kindergarten is the main place for children's life and a specific educational environment.

We believe that children have the ability to learn independently, and teachers are active learners and planners. Only by creating conditions for children to choose their own games and organizing reasonable scenes can children's autonomy be effectively promoted.

However, because the old rules of the game left a deep impression on children's minds, they felt at a loss when they returned "autonomy" or "freedom" to the children now. Therefore, first of all, we should set up various activity areas and consider the collocation of materials and activities from the perspective of benefiting children's all-round physical and mental development.

For example, not only the education area and art design area are set up to cultivate operational ability, but also the toy area (combined with doll's house) is set up to promote social development, while the building block area is helpful to enhance the development of book-shaped structure ability and social ability, as well as the language area and natural area. The creation of activity areas should consider children's practical experience and interests, provide environmental materials according to children's age and physical and mental development level, and place or replace appropriate materials in a planned way.

At the same time, we should pay attention to the creation of environment, the development of optional games and other links and activities to achieve educational goals. For example, by reasonably organizing the game scenes in the building block area, children began to learn to arrange their own activities, from success to success, from solitude to cooperative games, playing in their own Xiaotian yard, enjoying their own joy and joy, and they learned to arrange their own activities.

With the change of activity content, the theme of the game is constantly updated. On one occasion, Ju Zhicheng built a bicycle with Chigo Le building blocks and proudly walked around the table.

Suddenly, he found the children in the language area performing the poem "Little Bear Crossing the Bridge", so he stopped, walked up to them and said, "Give this bike to Little Bear! Don't be afraid of it. Can't it ride a bike on TV (there is a bear show in Shanghai Wildlife Park)? Why don't you let it ride over? " In this way, a new poetry performance began. Judging from his smiling face, he is sharing their happiness.

Children have changed from designers to drivers, and from drivers to spectators. His role changed so naturally that he had a good time without the help of his mentor and peers. Children's autonomy has been improved in the self-selected games again and again.

Second, invest rich materials and cultivate the ability to use independently. In the game, the material is a very important part. Usually, I always put the game materials together in groups, but when the teacher chooses the game materials, he often only considers the local interests and ignores the relationship between the materials, thus reducing the efficiency of the use of the materials.

For example, once, children appeared the theme of "lucky draw". They use the drink bottle as a lottery machine and are going to change the prize ball into table tennis. However, because table tennis, a sports instrument, was put in another place, the theme flashed by, leaving children with a good opportunity to imagine and create. How to improve the efficiency of using materials and cultivate children's ability to use them independently? Through practice, I got the following experience: 1, keep a certain proportion between old and new materials (try to provide too few ready-made materials). According to the games of two classes of the same age, the children's performance results are as follows: As can be seen from the table, if the number of old and new materials is equal, children exchange more materials with each other, but not much creative behavior; If the new material is twice as big as the old material, children will ignore the old material.

And pay attention to the manipulation and operation of new materials; When the ratio of old and new materials is 1:2 or 1:3, the efficiency of using materials is the highest, and children can easily use old and new materials creatively. For example, after the teacher put the magnifying glass and trolley into the theme of "Hospital", new themes of "food inspection" and "mobile blood collection vehicle" came into being, and the children also gave new meaning to the old materials in the game: the magnifying glass can be used not only to see the five senses of "patients", but also to check the freshness of food.

Medical gadgets not only treat patients, but also serve the activities of "blood donation and love". Children's game level has been significantly improved; If the ratio of new and old materials is above 1: 10, it is easy for children to compete for or ignore new materials, which is not conducive to the development of the game plot.

However, if you just throw in the old materials and don't take them away in time, the proportion of new materials will be unbalanced and the dynamic changes will not be obvious, so it will be difficult to arouse children's cognitive interest and operational motivation. 2. Imagining and creating open and convertible materials are the characteristics of children's games.

Under the premise of ensuring safety and hygiene, there are not too many restrictions on the use of any materials, and the ability to creatively use materials can be developed by replacing things with things. The children in the role area regard the beads in the operation area as "jiaozi", the puzzles in the science area as "knives" for snacks, the bricklayers as "fans", the rubber blocks as "plum blossom piles" and the books as "screens".

Some people say that such things will not be lost or destroyed? The optional game is to let the children put the items back after playing. 3. Establish a class "material library".

I set up a "material library" in the indoor toilet (we have two activity rooms before and after class), which classifies the game materials according to their uses and properties and puts them together in order to facilitate children with different needs to consult them. This will not only help children understand the relationship between materials and use them better in games, but also help children learn to classify and develop the good habit of putting things back in their original places.

Third, pay attention to game guidance and enhance the ability to communicate and deal with problems. Optional games provide children with opportunities for full activities, rich toy materials and various types of activities. Children actively interact with the external objective environment, various materials, teachers and partners in activities, turning the possibility of development into reality, but more and more contradictions follow.

Ordinary children always find teachers to solve problems satisfactorily. They didn't realize that "I can solve this problem by myself." Therefore, the leading role of teachers is reflected in the process of activities.

Teachers should try their best to understand what children think when guiding their children to play games. Don't tell children the knowledge and answers of adults, and don't play easily.