How to understand the openness of activity materials?

"Open teaching activity" refers to a form of teaching activity that guides children to observe, discover, learn and explore independently through open activity organization by selecting and designing open, hierarchical and challenging activity contents and materials according to children's age characteristics, interests and needs, and enables children to develop actively through active and effective teacher-student interaction. Openness is reflected in the following aspects: open space, open environment, open courses, open attitude, open resource utilization and so on. Over the years, in the process of teaching reform, the author strives to provide children at different levels with the widest space for learning, bold exploration, creative expression and independent development through open activity design and organization, so that every child can get successful experience and satisfaction from active activities and truly become the master of independent learning. First, to build an open teaching process, it is necessary to establish an open activity design, create an exploratory problem situation, put in a variety of activity materials, create an open time and space for activities, and implement incentive multiple evaluations. 1. In the course of preparing lessons for the establishment of an open activity design, I have been paying attention to re-examining, analyzing, thinking and grasping the original teaching materials, striving to break through the limitations of the original activity design, excavating and utilizing the diversified educational value contained in the activity content in many ways, and forming an open activity design through the reorganization, expansion and structure of the teaching content, creating an open learning and development space, and providing more observation, thinking, imagination, exploration and exploration for young children. For example, in the language activity "Little Monkey's Taxi" in the big class, the fairy tale "Little Monkey's Taxi" selected in the textbook takes the strange and changeable taxi of the little monkey as the main line, and describes the scene that the little monkey helps a passenger solve the problem and get on the bus smoothly. The story is novel and interesting, which accords with the age characteristics of large class children. However, if we only pay attention to the story content in teaching, we can only passively let the children know about the monkey's practice, and can't let the children as the main body of learning get more development. Then, how to break through the original activity design and create more opportunities for children to think, imagine and create? After repeated brewing, I decided to break through the original story and selected several special passengers-long-necked giraffe, elephant, slippery baby, aquatic goldfish and so on. As the object of creation. By exaggerating the particularity of passengers and highlighting the contradictions during the ride, I easily aroused the interest of children in participating in activities, which naturally and skillfully laid the foundation for creation. The activity is "What kind of difficulties will these special passengers encounter when they take the taxi of Little Monkey?" → "Can you help the little monkey find a way to solve the problems of these passengers? → "Making up stories completely" is the main line, giving children time and space to think, discuss, tell and create stories, and guiding children to boldly use their existing life experience to find ways to solve the problem of riding a few special passengers and try to make up stories by themselves. Open activity design effectively promotes the full development of children's imagination and creative storytelling ability. 2. Create exploratory problem situations. In the activity, by creating open and exploratory question situations and designing open questions with different gradients, children are guided to think positively and try boldly to find different ways to solve problems in the form of cooperation, discussion and inquiry, so as to obtain the coordinated development of various abilities in the process of independent activities. For example, the language activity "Little Magpie is Right" in the middle class, and the story that Little Bear helped his mother do things three times, has strong life characteristics and contains skills to solve real life problems. In order to fully mobilize children's existing life experience and cultivate their ability to solve practical problems in life. Before enjoying the story, I put a story wall chart to guide the children around three questions: ① Mother Bear asked the little bear to help water it, but there was a hole in the bucket. What should bear do? ② What should bear do when he goes to the field to help his mother collect corn cobs? (3) What tools does Bear need to help his mother transport firewood to the foot of the mountain? Fully discuss and encourage children to boldly propose different solutions. Finally, through the analysis and discussion between teachers and students, a variety of feasible methods to solve problems are summarized, so as to help children learn to correctly handle practical problems in life and develop their ability to solve problems. 3. Put all kinds of activity materials. In teaching activities, we should strive for openness, variability, exploration and operability in the selection, design and utilization of activity materials. It is required that the materials themselves can be changed, reorganized and contain a variety of ways of playing, so that children can gain real and concrete activity experience through personal observation, exploration and operation practice, and can provide effective support for children to carry out creative exploration and performance activities. For example, in the series of activities of "changing sandbags", teachers in our garden made "changing sandbags" with old jeans and other materials, which looked like a big boxing bag and could be used for Sanda practice to enhance arm strength and leg strength; Open the zipper of the big sandbag to produce soybean seeds, play the game of "carrying beans" and practice crawling with weight; When the bean zipper is opened, small sandbags and small cloth balls can be made, which can be combined with braids, colored cups and other items to play games such as kicking shuttlecock and throwing sandbags. At the same time, small cloth balls can also be spliced with long caterpillars for children to drag and chase and develop their ability to dodge and run. The ever-changing self-made sandbags constantly bring novelty and surprise to children in various changes, effectively guiding children to continue to participate in new exploration activities. At the same time, the activity pays attention to children with different needs, and provides different levels and diversified activity materials for children to choose independently to meet the individual needs of different children. For example, the comprehensive activity "Friends in Spring" in the middle class considers different children's interest and ability level, and designs and arranges diversified group activities after poetry imitation: "Painting-Friends in Spring", "Making headdresses-Little Animals in Spring" and "Performing-Friends in Spring". And provide cardboard, paper bags, colored paper and other materials to encourage children to choose their favorite ways to express and present their understanding of poetry. 4. Create an open time and space for activities.