Kindergarten theme activities under the middle class environment creation research to solve the ideas of what

1. Dynamization of the theme wall decoration

The dynamization mentioned here refers to the content of the theme wall creation can be changed, increased or decreased at any time. Such as with the interests of young children need to arrange wall decorations, but also with the change of seasons, the theme of the change and change. Can be rearranged, but also gradually deep and rich. "Train" is the favorite language game of the children in the older classes. Whenever they say "Hey, hey, my train is about to start", the children will open their eyes wide and follow with their mouths wide open while clapping their little hands. However, the teacher found that the children's addresses were limited to the cities around us, such as Nanjing, Yangzhou, Shanghai, and so on. In order to expand the children's horizons, encourage the children to watch the "weather forecast" every night at 7:30 p.m., a week down the line, they know the name of the city gradually more and more, the children say the name of the city during the game, the teacher and the children together to find out on the map of China, the children to participate in the game of the enthusiasm is even higher. One day, a few boys were discussing what kind of car to take to Beijing. Some said, "Take the train," and some said, "Take the car." The teacher thought, "Why don't we let the children design and make their own car? " The children made buses, trains, wagons, and cars out of drink bottles, cardboard boxes, and other waste materials. ...... According to the children's wishes, the teacher fixed the cars around the map. In this way, the "my car is going to drive" as the theme of the wall decorations produced. Wall decorations according to the needs of children continue to enrich and change, in the process, children continue to collect, store, organize, communicate and share information, their observation, thinking, interaction and expression skills have been improved.

At the same time, each class has a different starting point for environmental creation and education. For example, in the first class, when winter came and the children first experienced it, the teacher subtly guided the children to observe the changes in things around them, so their class was the first to start implementing the theme of "Why in Winter". As the characteristics of the seasons became more and more obvious, the contents also changed, and the wall decorations were gradually enriched. The environment of this class is the one with the strongest winter atmosphere. The children in the second class are active and sporty, so they were the first to implement the theme "We Love Sports" as winter approached.

2. Dynamization of the game environment

In the game environment, the placement of game materials also shows a dynamic process, to the intermediate class *** enjoy the game "Clothing Street" as an example, in the implementation of the theme of the "Autumn", the clothing street is also a strong sense of Autumn, the children use a variety of leaves, seeds to decorate belts, hats, seeds made into bracelets and other decorations; in the implementation of the theme of the "Grandpa's Gift", the seeds of the "Grandpa's Gift" are also used to decorate the belt. In the implementation of the theme "Gifts", the children sent their art works: printed and dyed scarves and hats to the play area.

***The dynamism of the game is also reflected in the dynamism of the materials provided between classes. For example, in the art activity "Printing and dyeing scarves" in the theme "Grandpa Winter's Gift", the teachers of each class were able to formulate appropriate but not identical objectives according to the characteristics and actual level of the children in their own class, with some focusing on mastering symmetry, some focusing on mastering the use of color, and some focusing on printing and dyeing in different ways, so that the children's works were also different. Therefore, the children's works are also different. When the children participated in the game, they saw not only their own handmade works, but also the handmade works of their peers and children in parallel classes. The richness of the game materials allows children to be inspired by the beauty of the game, and under the guidance of the teacher, they will take the initiative to learn and explore new ways of making, and participate in the game more actively and positively.

Two, to promote the environment and young children dialogue, reflecting the subjectivity

1. focus on the whole, to provide children with the opportunity to express expression

This is the concept that we have been adhering to in the creation of the environment. Every time there is an activity, the teachers always want to show the best side to their peers, but we must put the children in the first. In the display of works, we asked to show all the children's works, if the space does not allow, the teacher will find their own way to solve the problem, to overlap the page, grouping, batch rotation and other methods to carry out. In the process, the works listed are not static, for example, in the regional games, every day children will have new works, many works are an extension of teaching activities, more realistic than the works in teaching activities, can well stimulate children's sense of innovation, so that children in the original basis for a greater degree of play. Therefore, these works will gradually replace the works in the teaching activities, the ability of the children will be able to act to a higher goal, the ability of the children will be weak, they will try to learn, the new works coupled with the teacher's encouragement, guidance, the talking wall will be more vibrant.

2. Strengthen the guidance, excavation, play the wall layout of the multiple educational

Wall decorations on the wall, the teacher will use the free time to guide the children to often look at say, give full play to the wall decorations of the kinetic energy, to promote the children's multi-faceted development. If you stop here, it seems to lack a lot of educational significance, how to dig deeper into the value of education? For example, in the middle class theme "Lovely Animals", a child went to the Shanghai Safari Park and brought a lot of photos of animals he had taken. After these photos were put on the wall, the children would point and talk about them whenever they had time. The one that got the most attention was the mother lion and her newborn cubs. When they saw the lion cubs eating their mother's milk, they began to speculate whether all the other animals grew up on their mother's milk. Some children thought not. After the teacher found this concern of the children, she encouraged the children who had been to the zoo to first introduce themselves to the life of the other animals they saw in the zoo, and at the same time designed a questionnaire for the children to find, ask, and check together with their mothers and fathers: "Which animals were born and grew up eating their mothers' milk." Such an environment not only helps children recall their experiences, expands related experiences, and provides opportunities for language expression and communication, but also broadens children's thinking and knowledge.

Three: Tapping Parents' Resources and Embodying Interactivity

1. Material and Experiential Support

In enriching the content of the theme environment, it is the most common practice to allow parents to bring in some waste materials, and we advocate that we give parents ample time by accumulating them on a daily basis or informing them of the materials they need to collect a week in advance. Because of the young age of children in small and medium-sized classes, we propose that parents record their children's activities with a camera or in the form of paintings, or bring the physical objects collected during the activities to the park, and display these lifelike photographs and physical objects on the walls of the classroom, so that the children will be able to stay after class, after meals, to communicate with each other.

The interaction between home and home promotes interaction between teachers and students. The first thing you need to do is to get a good deal on your own. For example: while carrying out the theme activity "interesting insects", in order to combine our theme activity "interesting insects" to carry out, cultivate young children to understand the interesting things about animals, have the interest of exploration, parents and children together to collect the pictures of insect tails and the use of insect tails, and make a book. Parents and children worked together to collect pictures of insect tails and the uses of insect tails, and made books. Since the development of the activity, we have received strong support from parents, who helped us collect a large number of insect information, pictures, through various ways to collect information, *** with the creation of the environment, the richness of these materials greatly exceeded the ability of teachers to set up the environment of the scope of the ability to set up the field of vision, rich environment greatly attracted young children to learn independently. At the same time, let the children in the collection of this process, mastered from a variety of ways to collect information.

2.*** with the participation of the activities

Let parents directly involved in the wall decorations, there are many classes, dedicated to a piece of parent-child column or interactive column, like handmade children and parents to complete a piece of work, always want to bring to the kindergarten to show everyone, so the parent-child column to the children and their parents to friends to provide a piece of heaven and earth. Considering that parents are busy at work, some classes use the time after school or Saturday morning to hold some small class-based parent-child making contests around the progress of theme education. The kindergarten provides parents with scissors, glue, tape and other materials, and parents bring their own waste materials to participate in making activities with their children at the kindergarten, and the teachers give them appropriate guidance, which is very much appreciated by the parents, and the children also benefit from the activities. The children also benefited from the activities.

In short, the environment as an important educational resource, with young children's activities can be gradually generated, development and improvement, the theme of the wall environment is no longer the emphasis on "landscaping, greening, purification" and other external decorations, is no longer the teacher's manual labor, and no longer blindly follow the popular trends of others. We should aim at the needs of young children's development, closely around the educational objectives and teaching content, play the main role of children, fully mobilize their participation in the enthusiasm, *** with the creation of young children loved with the interaction of the theme of the wall environment. Make it to young children in cognitive, emotional and other aspects of the hidden impact, so that young children's physical and mental health, comprehensive and harmonious development!