For example, the release of role-playing materials:
Children in kindergartens and small classes have intuitive thinking images, and the theme generation and plot development of their role games are more influenced by objects that can be touched in front of them. The verisimilitude of the object image will induce children to associate with their existing life experience and produce corresponding dressing behavior, so putting in more vivid toys is conducive to the smooth development of role games.
Children's figurative thinking has been developed in primary and secondary schools, and dressing-up behavior can also be well expressed by substitutes similar to physical prototypes, but only if visual toys that can reflect a game theme are guaranteed first, and then some unstructured materials are added as substitutes.
Children in middle and large classes have enhanced their self-awareness, and they can leave intuitive toy materials in front of them, and look for materials to express themes and plots according to their own wishes and interests. When there is no need for image toys, they use body double to dress up a lot. Therefore, putting less image toys and more kinds and quantities of unstructured materials can better ensure the autonomy and creativity of children's games. It is suggested that large classes can use props cabinets (used to put various image toys and performance costumes) and treasure boxes (used to put various wastes and unstructured materials) to let children decorate their own space environment and play various theme dressing games.
For example, performing game props:
Children in primary and secondary schools are interested in the performance props provided in children's literature and film and television works, attracting children to imitate the simple language and personal actions of the characters in the works, without coherent plot performance. Therefore, it is necessary to provide children with headdresses, badges or costumes of characters in very familiar and simple works, so that children can repeatedly imitate simple role language.
Children in middle and large classes have been able to perform purposefully according to the story framework in their works, but children will simplify or change the story according to their own understanding and interests, and props have played a role in fueling their willingness to perform. Therefore, in addition to the ornaments of the characters, we should also put the background props of the story.
Structural game
The fine hand movements of children in kindergartens and small classes are not perfect, and it is unlikely that they will purposefully choose structural elements for modeling activities, but they are in the stage of unintentional accumulation and unintentional insertion. It is appropriate to combine large pieces of inserted plastic and colored building blocks with image toys.
Children in primary and secondary schools have a sense of modeling, but their purpose is not strong, their works are simple, and they are not sensitive to the choice of colors. Therefore, it is advisable to put primary color building blocks and monochrome plastic inserts, or put different colors (the same colors are combined together), so that children can have an overall perception of structural modeling, supplemented by a small number of image toys, and enhance the motivation of modeling.
Children in middle and large classes have a strong sense of modeling, and they will choose the types and colors of materials to realize their ideas, and their works are becoming more and more complicated. In addition to the primary color building blocks, the types of plastic inserts should be appropriately increased, and the number of colored plastic inserts should be enough to meet the needs of work modeling, supplemented by various unstructured materials such as paper, pens, boxes, cans and ropes, so that the modeling purpose can be realized more easily.
Question 2: What are the low-structure materials of the middle class? What are the materials for outdoor sports games in kindergartens? In outdoor sports activities, bright colors of materials and novel or noisy equipment can greatly attract children's attention. They will try and carefully consider the basic movements needed for children's development in a limited environment. The materials provided by teachers allow children to choose freely, providing different levels of materials, and children can choose their playmates and activities freely. Make the venue and materials public. If the activity materials are changeable, children's interest in the activity will increase, and children will constantly change their own gameplay during the activity. For example: jumping in the circle, walking on the plum blossom pile, etc. After children play several times, they will change the use of materials and put their arms and heads in the circle as little turtles; Children will also reassemble plum blossom piles to present a new way of activity, which not only improves the difficulty of activities, but also rekindles children's interest in playing and desire to explore again.
Question 3: What are the low-structure materials in kindergartens? We began to explore the strategies and functions of low-structure materials in regional activities. On March 19, No.1 Kindergarten held an observation and discussion on the distribution of low-structure game materials for primary, middle and large classes. Directors of various branches and some teachers took part in the walking observation. The teachers in the activity exhibition class fully understood the spirit of the Guide, and wisely chose newspapers, cloth bags, bottles and cans, clothes, chopsticks, chess and cards, shells, cotton, buttons and other raw materials with strong plasticity and uncertain playing methods, and put them in the corners of buildings, art, science, mathematics, living areas, language areas, doll's houses and other areas. The children's determined and dedicated expressions hung on their tender faces and overflowed in the teacher's satisfied heart.
Question 4: How to effectively carry out the teaching and research activities of low-structure materials? My understanding is that the so-called low-structure materials have loose structure, strong variability and extensive contents. Nowadays, in the form of advocating children's independent activities, low-structure materials play an increasingly important role. Bruner once said that "the object of education is to learn by using the materials provided by teachers, and the materials provided by teachers must respect the different rates of children's psychological development". Therefore, if the materials placed in the area are single and unchangeable, then children will not be able to have corresponding dynamic interaction with the operating materials, and they will not be able to improve their various abilities and accumulate various experiences. Therefore, if we consider the hierarchical and progressive nature of the materials invested in regional activities, we will be able to meet the different development needs of children.
Question 5: How to reduce structural materials in regional activities; Strategic analysis of low-structure materials in regional activities.
Wu
According to the structural characteristics, kindergarten textbooks can be roughly divided into unstructured textbooks, high-structure textbooks and low-structure textbooks. Among them, low-structure materials refer to those materials that have no fixed gameplay and no specific image characteristics. Low-structure materials avoid the situation that high-structure materials are single in application field, troublesome in production and easy to make children lose interest in a short time because of their convenient materials, changeable transmission, diverse playing methods and multi-dimensional creation. In the process of constantly fiddling with and fully interacting with low-structure materials, children explore and discover problems in different fields, which makes children's imagination and creativity more free, and their exploration desire and successful experience are satisfied.
I. Collection and classification of low-structure materials
1. Collect in life and encourage parents and children to actively participate. In each class, we have set up a resource library for collecting information at home, which can stimulate children's enthusiasm, let them participate in the collection of information, extensively tap parents' resources, and let parents make suggestions and find information. Collection can be initiated by teachers, children or parents, and teachers can also use children's works and creativity to mobilize parents' enthusiasm for collecting materials. In addition to cans and cartons that are easy to collect, there are many materials with local characteristics that children like, such as shells, bamboo, chopsticks, straws, bottle caps and so on.
2. Multi-dimensional classification is convenient for children to take. The diversity of low-structure materials is based on children's age characteristics and game needs, so it is necessary to properly classify and place materials for children of different ages. For children in small classes, the types of materials should not be too complicated and can be classified according to one or two dimensions; For children in middle and large classes, the dimensions of material type and classification can be wider. For example, wooden building blocks in building areas: small categories can be classified according to their shapes, and large categories can be classified according to their shapes, sizes, colors and other dimensions. Classifying low-structure materials into relatively neat baskets and then putting them into the area can help children understand the characteristics of materials in this area, avoid the interference caused by mixed placement, and provide convenient conditions for the smooth development of regional games.
Second, the low-structure materials in this area.
1. According to the region and the age characteristics of children, low-structure materials are selectively placed. Whether it is high-structure or low-structure materials, putting too many kinds of materials often backfires. In terms of regional materials, low-structure materials need to be optimally combined with other structural materials in order to stimulate children's richer play behavior. For example, the combination of low-structure materials and high-structure materials, the combination of low-structure materials and low-structure materials, and the combination of low-structure materials and unstructured materials can all be put together to promote children's game level. From the geographical characteristics, the creative activity area is more suitable for placing low-structure materials. From the age point of view, middle and large class children are more suitable for low-structure materials, while small class children can account for less low-structure materials.
2. Add relevant auxiliary materials according to regional characteristics and children's needs. In regional activities, if the materials are too single, children's play will become superficial. Therefore, teachers can add some gadgets as auxiliary materials in time according to the different characteristics of each region and the needs of children's activities, thus arousing children's new interest in operation. Let children play their creativity and creativity in the interaction of main and auxiliary materials, and avoid the phenomenon of single main material and single play, which is helpful to improve children's game ability. For example, in small classes, small animals, small trees, small flowers and toys can all be combined with the works built; In the middle shift, the axle wheel can be used as a wheel or as a carriage; Large classes can decorate art works with auxiliary materials such as cloth strips and hair roots.
Third, low-structure materials and follow-up regional activities.
1. Follow the theme and stimulate the interest of the activity. Interest is the prerequisite for children to participate in regional activities. Practice has proved that children are more likely to leave the scene under the theme background and have further interest. In regional activities, around the core experience of the theme, teachers choose low-structure materials that can trigger children's inquiry activities related to the theme, or provide auxiliary materials that meet the theme, so that children's regional activities can be synchronized with the theme content, which can enhance children's interest in regional games and deepen children's learning in the situation.
2. Operation implies infiltration and filling guidance. Peer learning can guide children to play more games. If some children play games creatively when they are in regional activities, then this kind of operation or play method is worth popularizing to other children. Teachers can post valuable play photos on the desktop or wall in the corresponding area, so that children can communicate, appreciate the creativity of their peers and learn to play ... >>
Question 6: Did teachers effectively enhance the value of low-structure materials in regional activities? The so-called regional activities mean that teachers put various materials in a purposeful and planned way according to the development needs of young children, and create an activity environment, so that young children can choose their own learning content and activity partners according to their own abilities and wishes in a relaxed and harmonious atmosphere, and actively explore and communicate with each other. It is a supplement and adjustment of collective education, an effective way to implement individual education and promote children's personality development, and a learning activity carried out by children according to their own wishes. How to promote children's active and harmonious development in regional activities? Teachers' proper and correct guidance plays a multiplier role. However, there are two situations in which teachers guide regional activities. First, stay out of it: the time of each regional activity is the teacher's rest time; Or aimless "tour guides" without any effective intervention. Second, excessive restrictions: children must carry out regional activities according to the teacher's personal ideas, paying too much attention to the superficial order of the game; Too many restrictions on children's own play, regional activities become a mere formality, leading to children losing interest in regional activities and not getting the development they deserve. So what should teachers do in regional activities to make regional activities truly become activities that give play to children's subjectivity and freedom? Through practical research, we find that teachers can start from the following two aspects. First, carefully observe and analyze the behavior process of children in children's games, which is the process of children interacting with game materials and partners, and also the process of sorting out and expressing their own life experiences. The process of children's play is exactly the process of their learning. The guidance of children's regional games should be based on observing and understanding children's thoughts and needs. Our aim is to make every child develop and progress on the basis of the original level. So how to achieve it in specific operations? 1. Observation is the basis of all actions. The purpose of teachers' observation is to accurately understand the needs and performance of children in activities, and the observation should be coherent. Teachers observe children in the following ways: (1) scanning observation: that is, overall observation. The purpose is to have an overall impression of class activities. Help the teacher to know whether the children have entered their own area and whether there are idle children; Whether there is a dispute; Do you have any children who need help? For example, in an activity, all the children entered their chosen area, only Wen Wen was still wandering at the door of the candy house, and he turned to see me from time to time. I went over and asked softly, "Wenwen, what's the matter?" "Teacher, I want to go to the candy house, but I'm going to be late." I see. I said to Wen Wen, "Wen Wen always plays the candy house. Shall we go to the barber shop this time? The teacher knows that the barber shop is doing well and they need help! " At my suggestion, Wen Wen went to the barber shop happily, became a barber and had a good time. (2) in-depth observation. There can be different directions: one is to point to the activity area, the purpose is to know whether the game is smooth, whether the materials are suitable, whether the space is suitable, whether the light is suitable, etc. Especially for the newly added areas, such in-depth observation should be carried out. The other can point to an individual child to find out whether his attention is focused, whether his emotional state is positive and whether he needs help. This observation is more comprehensive. If you want to know more about an activity or a child, this observation method is used more. Or at the beginning of the activity, scanning observation can be adopted, and it is more appropriate to conduct in-depth observation when the children enter the area and carry out activities more stably. Either way, I think the observation should be "four arrivals": ① What do you see? See if the child has entered the activities in this area (still doing nothing), whether the emotional state is positive, whether the attention is focused, whether he has the following behaviors (quarreling, constantly changing corners) and so on. For example, in the activity of dressing up bottles in the art district, I found that Qin Qin did not engage in activities related to the theme, but played boxing with friends. Only after the intervention did I know that the content of the original art district had not been updated for a long time, and the children had lost interest, so Qin Qin would have this behavior. After that, I immediately adjusted the material and content of the art area. It's actually important to hear this. From children's communication, we can analyze children's game level, children's personality characteristics, or problems in activities. Especially when the dispute between children can't continue, it is particularly important to listen to what the children say. In the construction area, Lele and Qiqi suddenly had a dispute and the game stopped. I didn't stop it at once, but listened to what they were arguing about. "This windmill is mine. I have already seen it. " ......& gt& gt
Question 7: How to guide children to construct with low-structure materials? 12 On February 8th, all the teachers in Santaishan Park of Xizihu Kindergarten participated in the teaching and research activities with the theme of "Application of Low Structure Materials in Outdoor Independent Games". The whole activity mode follows the principle of "independent discussion and communication", so that teachers can gain more from the collision of wisdom.
During the activity, Mr. Qian explained the concepts of "outdoor autonomous games" and "low-structure materials" respectively, and each class interpreted and shared "outdoor autonomous games". Teachers shared and interpreted the games in their class and the interaction between children and materials. Discussion-based teaching and research solves the puzzles that teachers often encounter in autonomous games, and also points out how to use materials and low-structure materials and methods efficiently for teachers in the future. This teaching and research activity has benefited teachers a lot.
The diversity and maneuverability of low-structure materials can effectively promote the development of children's cooperation ability, communication ability and self-confidence in games, which is very important for children's play and development. As a teacher, we should learn to stimulate children's interest in games, provide suitable materials for children, guide children to master game skills, lay a solid foundation for children's good personality development, let children really enter their world and correctly interpret their game behavior.
Question 8: How to make low-structure materials widely and reasonably used in regional games? Regional activities are activities in which teachers purposefully create an activity environment and put in activity materials according to children's age characteristics and needs, educational goals and children's development level, so that children can conduct personalized autonomous learning in a manipulated way according to their own wishes and abilities. It is the teacher who should start from the child's interest and let the child get the best development.