Regional activities break the traditional pattern of teaching space layout, and meet the needs of children at different development levels by paying attention to their independent activities, the interaction between children and the environment and materials, and the interaction between teachers and children. Therefore, it has been widely valued by kindergartens and has become a major learning style for young children. However, at present, the effect of kindergarten regional activities is not ideal. Although teachers have realized the importance of regional activities, they have not really paid attention to them. The development of regional activities is often a mere formality and fails to realize its due educational value.
First, the cognitive bias of kindergarten regional activities
Regional activities are considered as a supplement to collective activities in kindergartens.
Many teachers still tend to regard group activities as more important than regional activities, and regard regional activities as dispensable, mistakenly thinking that regional activities are only suitable for kindergartens with small classes, so teachers often focus on "attending classes" and regard regional activities as "supplement" or even "decoration" of collective teaching activities in kindergartens. Accordingly, teachers pay more attention to collective teaching in teaching evaluation and presentation, and seldom prepare lessons and conduct research on regional activities. On the one hand, teachers failed to adapt to the pace of children's learning and development when they put in the activity materials, and the materials were put in too little and not updated in time, which made the regional activities exist in name only; On the other hand, teachers throw materials blindly and randomly, which makes regional activities become children's free activities, which not only fails to fully reflect the educational function of regional activities, but even conflicts with other forms of teaching activities.
(B) Teachers are afraid of difficulties in carrying out regional activities.
Regional activities mainly convey and carry teachers' educational goals through materials. Whether the activity materials are appropriate is entirely based on teachers' deep understanding and grasp of the teaching content, children's age characteristics and their actual development level. Therefore, the effective development of regional activities often requires teachers to have more educational wisdom, which is more difficult than organizing collective teaching to some extent and has higher requirements for teachers. In view of this, although many teachers can realize the importance of regional activities ideologically, they are afraid of difficulties in many aspects such as material delivery, teacher organization and management of regional activities, artificially amplifying the difficulties that may be encountered in carrying out regional activities, and will not actively seek various effective solutions to problems according to local conditions, thus greatly reducing the effectiveness of regional activities. This in turn will greatly reduce teachers' interest and enthusiasm for further regional activities. Some teachers think that the arrangement of regional activities and the collection of information will inevitably lead to a waste of time, while others complain about the lack of conditions for the creation of regional activities, such as lack of cabinets, few desks and small classroom space, and mistakenly think that regional activities are a "luxury" for kindergartens.
Second, re-examine the regional activities under the concept of life education
Life education is a kind of holistic education, which not only pays attention to life itself, but also pays attention to the cultivation of individual viability and the promotion of life value. The aim is to fully stimulate children's natural nature and development potential on the basis of fully understanding the nature of life, so as to comprehensively improve children's quality of life. As an educational activity that emphasizes children's autonomous learning and development, the educational connotation of regional activities is intrinsically related to the concept of life education. Based on the concept of life education, educators should pay full attention to children's present situation, create a prepared environment for children through regional activities, help children construct their own experiences through experience and inquiry, and comprehensively improve their quality of life. Regional activities created under the guidance of the concept of life education should embody the following characteristics:
(a) The development of regional activities should be routine.
At present, there are a large number of kindergarten classes in China, and compared with the whole class collective teaching activities, regional activities can meet the development needs of different children with their relaxed and pleasant learning atmosphere, rich operating materials and flexible and diverse activities. Regional activities based on the concept of life education inevitably require comprehensive attention to children's daily life, which runs through all aspects of children's daily life in the park. Therefore, educators should make regional activities daily, and make them occupy the same important position as collective teaching in kindergarten education and teaching.
(B) the connotation of regional activities should be integrated
The vital regional activities are not only children's play activities, but also children's learning activities. It interacts with group activities, free games and even families and communities. Participants include children, teachers, nurses, parents and community-related personnel. Therefore, the development of regional activities should include the integration of various resources inside and outside the park and the integration of various curriculum implementation forms.
(C) the construction of regional activities should be dynamic
Vital kindergarten regional activities should be dynamic, mainly manifested in various regions and key regions that change with the changes of activities. Therefore, teachers should constantly adjust the activity materials according to the development needs of children, and promote the continuous enrichment and deepening of regional activities, thus promoting the continuous optimization and enrichment of children's learning experience.
Thirdly, the strategy of regional activities under the concept of life education
(A) the development of regional activities should shift from "ornament" to "theme"
When many kindergartens implement regional activities, they do not incorporate regional activities into the overall curriculum of kindergartens. Therefore, as the main implementer and organizer of the curriculum, preschool teachers should change their curriculum consciousness, increase the proportion of regional activities in the whole curriculum, and change regional activities into "embellishment" as "main melody". First of all, kindergartens should be targeted when organizing regional activities, adopt the strategy of running in small steps, and start with the areas and contents that are easy to implement according to their overall situation. For example, in some kindergartens, the study of regional activities begins with mathematics education, focusing on the field of mathematics, combining daily life and collective teaching, and implementing regional education of mathematics. Subsequently, teachers transferred the accumulated experience of regional data transmission, teachers' observation, evaluation and continuous tracking in mathematics regional activities to other regions, which promoted the construction and development of other activity areas, and at the same time really realized the significance and value of regional activities in the implementation of the overall curriculum.
Secondly, kindergartens should coordinate the relevant elements of regional activities and comprehensively carry out curriculum reform, including curriculum concept, work and rest system, teacher allocation, teacher training, number of children, class setting and teaching evaluation. For example, setting flexible schedules for children can be controlled and mastered by teachers except for eating, taking a nap, getting up and going out of the garden. Social regional activities are arranged in the People's Park, after meals and going out of the garden, while learning regional activities are carried out in the original teaching activities. The content of daily assessment should also be changed from a single collective teaching to both regional activities and collective teaching, and sometimes even the assessment of regional activities should be increased. Through various channels, regional activities will gradually become the main teaching mode and teaching characteristics of kindergartens.
(b) The background of regional activities should be changed from "mobility" to "stability"
The good implementation of regional activities requires a stable and normal implementation mechanism in environmental layout and regional planning, so that regional activities can become a normal teaching activity. First of all, regional activities should be expanded and optimized in regional space. The setting of regional space must be based on the concept of "garden-oriented", that is, using the existing space of kindergarten to optimize and expand resources, rather than "starting a new stove". If some kindergarten activity rooms are not big enough, and the activity rooms are also dining places, under the condition of limited original hardware facilities, the children's nap room can be transformed first, and the children's beds can be changed into attics and activity beds for collective communication.
Secondly, clarify the thinking of teachers' regional activities. Through the form of teaching and research discussion, teachers are urged to establish a correct view of regional activities through self-reflection and group discussion, and deeply understand the potential connotation of various problems in the process of regional activities. For example, discussing "what the protagonist's desk feeling reflects" can actually reveal the inner educational concept of teachers and point out the key points of the problem. In addition, we should fully mobilize the wisdom of nurses and parents to jointly find the best way to carry out regional activities in view of the problems existing in the development of regional activities.
Thirdly, summarize and summarize the situation of regional activities in time, starting from the classes with good and experienced regional activities, set an example, promote the all-round development of regional activities in kindergartens, and let teachers know the feasibility and significance of daily regional activities from life examples.
(c) The discussion on regional activities should be changed from "form" to "substance"
The realization of the educational value of regional activities is based on materials, so that children can discover, think and solve the problems they face through interaction with materials, so as to realize their own growth. However, in the implementation of specific activities, teachers pay too much attention to the organizational form of activities because they do not fully realize the educational function carried by the activity materials, thus affecting the educational value of regional activities. Therefore, the design and development of regional activities should focus on the organizational form of activities and turn to the evaluation and analysis of materials.
First of all, the evaluation of materials should focus on the needs of children. At present, the research and evaluation of regional materials are often static, only focusing on the quality and creativity of materials, without considering the suitability of materials based on children's development and actual needs. Static evaluation of materials is easy to make teachers appear "short-term behavior" in materials, which makes teachers unable to keep up with the speed of children's play. Therefore, teachers' evaluation of textbooks should move from "static" to "dynamic" and really focus on the needs of children's development, which will help to truly realize the educational value of textbooks.
Secondly, the selection, production and delivery of teaching materials should be closely combined with educational goals. Teachers should inspect and evaluate children's material operation activities at any time, and analyze whether it can reflect certain teaching objectives, whether children are interested in materials, whether the quantity is appropriate, and whether the gradient of materials is suitable for children's psychological level. On this basis, according to children's interests and development needs, appropriate materials are added, supplemented and adjusted to effectively ensure the quality of regional activities. Only in this way can teachers make the activity materials become the media to convey their own educational ideas, enhance the communication between teachers and students, and truly realize the educational value of regional activities.
References:
Li Huimin, Hou Limin. Discrimination of the concept of regional activities in kindergartens. Basic Education Research, 2006, (2).
[2] Wang Chunyan. The challenge of eco-kindergarten regional activities to kindergarten curriculum. Preschool education, 2006, (1 1).
[3] Qin Yuandong. Morphological analysis and evolution trend of the relationship between regional activities and collective activities. Early Childhood Education (Education Science Edition), 2008, (7-8).
[4] Zhou Xin. Analysis of interaction between teachers and children in mathematics activity area. Preschool Education Research, 2008, (12).
[5] Qin Yuandong. Basic orientation and transcendence of regional activities in ecological kindergartens. Early childhood education (Education Science Edition), 2007, (1O).
[6] Wang Chunyan. A new perspective of regional activities in kindergartens. Shanghai Education Research, 2008, (3).