The design concept of each area of ??the kindergarten, the game area of ??the kindergarten area, and the game area include the game area, the accumulation area, the sand play area, the language book reading area, and the entertainment area. Performance game area, beauty area, scientific discovery area, natural environment, puzzle area, operation area. ?, ?Game area (?)? Design of the game area 1. The content of the activity: The place that children are most familiar with is the family, and the first labor they come into contact with and understand is housework. Therefore, no matter which age class you are in, the doll's house is the central theme of the game. From this, activities with the theme of reflecting social life have been expanded, such as restaurants, supermarkets, hospitals, post offices, libraries, railway stations, museums, etc. The theme of the class's game area is based on family activities. In the middle class, activities with themes reflecting social life appeared in the game area. The themes of the game area in the class are more diverse.
(?) Guidance on game activities in classes of all ages. Correct guidance on games is mainly to help children carry out games freely according to their wishes and imagination, and to give full play to children's enthusiasm and initiative. Nature and creativity enable children to work hard to learn in games with great interest, develop emotions and cultivate abilities. 1. The kindergarten students in this class are very interested in the game, but they often forget about it. Therefore, the guidance of games for kindergarten students should focus on enhancing their awareness. Teachers can help children understand the meaning of the child by providing physical markers, such as mother's head, father's phone, doctor's gown, stethoscope, etc. You can also remind them through the inspiration of language and the addition of words. For example, if the "mother" of the doll's house has gone to play somewhere else, the teacher can say to her: "Your baby is crying at home. Go home and have a look!" and inspire her. You can take the "baby" with you when you go out, or you can go to her house as a "guest" to bring the "mother" back to her home. Class children often play the same role at the same time in the game. For example, a doll's house may have 2 to 3 "mothers" or several "fathers". This is caused by the age characteristics of children. Teachers should not intervene and should let it take its course. 2. Children in middle classes often think about the plot while playing games, and they do not yet have the ability to plan, discuss, and design the game process in advance. Therefore, guidance on games for middle-school children should focus on deepening their understanding of the game, requiring children to reflect the child's unique behavior and language more accurately, and to perform creatively. For example, in the game "In Hospital", at first the "nurse" only knows how to inject the "patient", give out medicine, and take the temperature. Later, the teacher inspired them to think about how the nurse should treat the patients. How else can he take care of them? So the nurse thought of helping the patients, telling them to take medicine, accompanying the patients for examinations and other game plots. In the game, teachers should also encourage children to play different games, inspire children to create other words related to the fixed words, and strengthen the exchanges and relationships between the themes and words through activities, thereby increasing the number of games. collectiveness and interactivity. 3. The kindergarten students in this class have rich experience in games, and the themes they reflect are also more diverse. The content of the games is substantial, innovative, and there are many games that can reflect certain social characteristics and have strong independent game capabilities. Before the game, the game plot can be designed and distributed through mutual discussion and coordination. Therefore, the focus of game guidance for class children should be on stimulating children's innovative consciousness in games and cultivating children's ability to solve problems and negotiate conflicts in games. In class games, children can be encouraged to make toys for the game. For example, we can produce mailboxes, mailboxes, parcels, stamps, and seals for the post office, cards and library cards for the library, and cameras and photos for the photo studio. The library produces cards and library cards, and the photo studio produces cameras and photos, etc.
3. Design of the language book reading area (?) Language book reading area 1. The content of the activities in this area is mainly book reading, with some language games, such as Solitaire puzzles, collage narration, connecting sentences, making up stories, discussions and conversations, etc. 2. The provision of materials and activities in the book reading area mainly serve formal teaching activities. Therefore, language games can be a repetition or extension of games in formal teaching activities. Teachers should provide children with more operational materials such as pictures and cards. Book reading activities should provide children with a rich variety and sufficient number of books. The types of books that can be provided are: ① Story books. ②Magazines and pictorials. Such as "Look at Pictures and Talk" ③ knowledge book. Such as "Ten Thousand Whys for Young Children", "Comprehensive Pictures of Tropical Fishes", "Literacy by Reading Pictures", "Comprehensive Transportation Equipment" and so on. ④? Make books. Kindergartens can draw books based on their usual educational and teaching activities. If conditions permit, the language book reading area can also provide the same number of language repeaters or walkie-talkies as the limited number (with machines to avoid mutual interference), as well as tapes related to the book content ( It can be recorded by teachers) The books for kindergarten students to read should have simple illustrations and bright colors. Mainly content about family activities, kindergarten activities, and animals. The plot should not be complicated and the length should not be too long. Middle class children can read some books about daily life and animals. The length of the book can be increased. Kindergarten students can read books with simple characters. The scientific content of the books can be increased, and more knowledge books and some fables can be provided. 3. The setting of the venue should be such that the book reading area should be the quietest of all areas and should have plenty of light.
Therefore, it is suitable to be installed near a window, away from noisy places such as music performance areas and game areas. Beautiful, soft foam mats can be laid on the floor in the language book reading area, and beautiful floral cloths can be laid on the table to create a relaxed and comfortable reading environment for children. (?) Guidance requirements for language and book reading areas in classes for each age group 1. In class-to-class kindergarten, teachers mostly use direct guidance to cultivate their listening, speaking, reading, writing skills and language expression skills through language models, inspiring questions, specific explanations, etc. Children are required to speak boldly and learn to listen to other people's speeches in language games, and cultivate their good habits of listening to stories, reading books, reading quietly, and their interest in language activities. 2. For middle class children, they are required to be able to speak more coherently in more complete sentences, to be able to independently read books of interest, and to understand the content of the pictures. Be able to listen politely to what others are saying. 3. This class can listen carefully to other people's speeches, can describe things and pictures coherently, can co-create and compile poems with classmates, and is interested in the words in the book.
4. Beauty Area (?) Design of Beauty Area 1. The content of the activity can be made into flat shapes in the beauty area, such as paintings (color strokes, ink paintings, finger paintings, brush paintings, rubbings, etc.), natural materials (sand, leaves, eggshells, etc.) Cutting and pasting, tearing and pasting, etc.; solid modeling, such as kneading clay, kneading dough, paper, sticky tape, etc.; modeling of natural materials, such as paintings, drawings, etc.; making of waste materials, such as paper boxes, cans, paper cups, etc.; And make decorations such as colorful rings, lanterns, etc. in conjunction with festival activities. 2. Provision of materials: Various papers, colored pens, paints, scissors, paste, clay, etc. are necessary materials in the art area, but they are not the only materials. The activities in the art area are rich and colorful, and the art materials are also extensive and diverse. Teachers need to spend time and energy to collect, prepare, and provide them in order to make them full and sufficient. 3. The beauty area of ??the venue is an operation-oriented area and needs to be set up in a place with sufficient light. In addition, art activities often use water, so the source should also be close to facilitate children to use it in the activities. The beauty area is a relatively quiet area and is suitable to be adjacent to the language book reading area. (?) The guidance of the beauty area for each age class is combined with formal art education activities. The activities of the beauty area pay more attention to the process of children's operation and their awareness of participation. In the beauty zone, we should focus on encouraging and guiding children to use their imagination and carry out innovation. But allowing children to display their creativity does not mean that they do not receive technical guidance. Using tools skillfully and accurately allows children to better display their creativity. 1. The physical development of children in this class is not yet mature, so their beauty activities mostly revolve around perceiving sports colors. Teachers should not require them to draw neatly and paint evenly. This will make them shy and afraid to paint and create boldly. Their guidance should focus on germinating their interest in painting and confidence in painting boldly, as well as teaching methods and techniques for using tools and materials. Teachers need to provide some direct guidance and practice during this period to help children master correct operating methods and skills. 2. Children in the middle class have mastered certain methods of using tools and materials and performance skills. At this time, teachers should focus on instructing them on how to fully use tools, materials and skills, reduce direct guidance, and actively Encourage them to use their imagination and create unique works. 3. The operational ability, performance ability and creative ability of the children in this class have been greatly improved. At this stage, teachers should let children move. When a new activity content appears, teachers should not rush to teach children how to do it. They should first let children explore and try. Teachers only observe children's activities as a counselor and provide guidance when appropriate. Give support and help whenever possible. activities and provide support and help at appropriate times.
5. Scientific Discovery Area (?) Design of Scientific Discovery Area 1. Content of activities The following activities can be designed in the scientific discovery area: (1) Sensory activities. Such as touching objects of different textures, smelling different smells, tasting different foods, distinguishing similar sounds, etc. (2) Sound activities. Such as the spread of sound, the production of sound, different sounds, etc. (3) Activity of light. Such as mirror reflection, kaleidoscope, hazy mirror, etc. (4) Electrical activities. Such as connecting simple circuits, disassembling and assembling flashlights, etc. (5) Magnetic activity. Such as exploring which objects can be magnetized, using the characteristics of magnets to make compasses, various magnet games, etc. (6)? Activities. Such as the activities of "seesaw" and "balance", experiments of rolling objects, etc. (7) Online activities and free activities, etc. The activities in the scientific discovery area should be combined with formal scientific education activities. Activities carried out in formal science education can be extended in scientific discovery areas. For example, after the educational activity of "Installing Batteries", teachers can provide various batteries and materials to the scientific discovery area, allowing children to continue operating and exploring. 2. Provision of materials Materials in the scientific discovery area should be provided according to the specific activity content, paying attention to the safety and operability of the materials. 3. Site Setting The scientific discovery area is suitable to be set up in a location with plenty of light and close to the source. (?)Guidance on the scientific discovery area for each age class 1. In this class, the scientific discovery area has the main goal of developing children's sensory perception. Therefore, teachers' guidance focuses on guiding children to perceive and arouse their interest in participating in scientific activities. For example, in the activity of sensing taste, teachers provide children with various rich foods such as sour, sweet, bitter, salty and so on.
In order to encourage children to try boldly, teachers can do a demonstration, taste some food, and make expressions to let children guess what the teacher is eating. In this way, children's interest will be aroused, they will find it interesting and willing to try it. 2. Children in the middle class have already developed a certain interest in scientific discovery activities, and their ability to operate with animals has also improved. Therefore, in middle classes, teachers' guidance should focus on encouraging children to express the results of their operations. 3. The scientific discovery activities of the class are mainly children's exploration activities. The class children have a strong interest in scientific activities and can't help but desire to touch and move the materials they operate. At this time, teachers should focus on allowing children to operate freely, and focus on allowing children to transform their experience in operations into knowledge and skills they have mastered. knowledge and skills.
6. Design of puzzle area (?) puzzle area 1. Content of the activity (1) Mathematics content. There are counting, calculating, classifying, sorting, equal parts, measuring, etc. (2) Composition and modeling. There are graphic compositions, body folding compositions, tendon and paper clip puzzles, etc. (3) Chess and playing cards, etc. 2. Provision of materials (1) Mathematics materials. Such as calculators, sorting boards, classification boxes, counting cards, formula questions, rulers, pens, etc. (2) Composition modeling materials. Such as jigsaw puzzle, jigsaw puzzle, rib composition and so on. (3) Chess. Such as chess, chess, draughts, chess, go, etc. (4) Poker cards and other cards. 3. The venue should be set up in a relatively quiet location, which is suitable to be adjacent to the language reading area and beauty area. (?) Guidance on the puzzle areas for each age class. The activities in the puzzle areas include mathematics content. This part of the content is a continuation of the formal teaching activities. The guidance on it is basically the same as the guidance on the formal teaching activities. Games such as chess and poker have certain gameplay and rules, and their guidance is a teaching and learning process. 1. Children in this class do not yet have a certain sense of rules and need constant reminders from teachers during games. At this time, teachers should provide more detailed explanations and demonstrations to improve their awareness of the rules. But be careful, the explanation should be dynamic, simple, and vivid. Too much explanation will cause children to lose interest in the game. 2. For middle class children, teachers should pay attention to their mastery and implementation of the rules during the game. It is necessary to encourage children to pay attention to the results of the game, strengthen their awareness of the rules, and let them understand that it is not honorable to win if they do not play by the rules. 3. Children in this class have the ability to play independent games and have a strong sense of competition. Teachers can ask them to strictly abide by the rules of the game and strive for good results.
7. Operation area (?) Design of operation area activities 1. Contents of the activity 1. Contents of activities The activities that can be arranged in the operation area include: (1)? Refers to cooperative activities. Such as feeding the dolls, threading beads, tying buttons, braiding plastic tubes, inlaying objects, assembling toys, etc. This relatively simple activity is suitable for kindergarten and middle school students in the first semester. (2) Activities involving the fingers, palms, and wrists. Such as twisting screws, opening bottle caps, fastening ropes, tying and untying bows, tying buttons, tying shoelaces, embroidering, knitting, holding objects with chopsticks, turning ropes, using hammers and nails, etc. This kind of coordination activity has more precise movements and a certain degree of difficulty, and is suitable for the second semester of middle school and kindergarten. 2. Provision of materials Corresponding materials will be provided according to the specific activities arranged. Materials in the operating area should be placed in categories to facilitate children's use, tidying up, and organization. There must be a certain plan for the delivery of materials, from easy to difficult, from simple to complex, and from short to long operations. 3. The operation area of ??the site should be located in a well-lit area, suitable for being adjacent to quieter areas such as the language book reading area, art area, and scientific discovery area. (?) Guidance on the operating area for each age class 1. Since the muscle movements of children in the first class and the second class have not yet developed to a flexible and flexible level, when engaging in activities in the operating area, they only focus on trying exercises and exercises. The method of using tool materials does not care about the results. The teacher's guidance should also be based on their actual situation, mainly to stimulate their interest in operation, so that they can become proficient and fine-tuned in their motor skills during the seemingly random fiddling process. 2. In the middle class, on the basis of the first class, the operational activities of the middle class children can increase the difficulty and raise the requirements. It is also the inlay of objects. The first class can only require inlaying objects according to simple outlines, while the middle class is required to inlay objects into patterns. It is also a puzzle toy, but kindergarten students are not required to assemble visual objects, while middle school students are encouraged to pay attention to the results of the puzzle. 3. The operation activities in this class are relatively difficult. Helping children overcome and solve difficulties in the operation process is the focus of teachers' guidance. In class, teachers should give children opportunities to display their skills and operate boldly. When they encounter difficulties, as a participant rather than a professor, work with them to operate, discuss, and try to solve the problem.