What are the research and solutions to the creation of middle-class environment under the theme activities of kindergartens?
"Dynamic" here means that the content of the theme wall can be changed, increased or decreased at any time. For example, wall decoration needs to be arranged in line with children's interests, and it can also change with the seasons and themes. It can be rearranged or gradually deepened and enriched. "Driving a train" is a favorite language game for big class children. Whenever they say "hey, hey, my train is leaving", the children will open their mouths, open their eyes and clap their hands. But the teacher found that the address the child said was limited to the cities around us, such as Nanjing, Yangzhou and Shanghai. In order to broaden children's horizons, children are encouraged to watch the "weather forecast" at 7: 30 every night. After a week, they gradually know more city names. When the children say the name of the city during the game, the teacher will take the children to find it on the map of China, and the children's enthusiasm for participating in the game is even higher. One day, several boys were discussing what bus to take to Beijing. Some said "by train", others said "by car", and the teacher thought, "Why not let the children design and manufacture their own cars?" The children make buses, trains, vans and cars from various wastes such as beverage bottles and cartons ... The teacher fixed these cars around the map according to the wishes of the children. In this way, the wall decoration with the theme of "My car is leaving" came into being. Wall decoration is constantly enriched and changed according to children's needs. In this process, children continue to collect, store, organize, communicate and share information, and their ability to observe, think, communicate and express has been improved.
At the same time, each class has different starting points in environmental construction and education. For example, in the first class, when winter came quietly and the children experienced it for the first time, the teacher subtly guided the children to observe the changes of things around them, so their class took the lead in implementing the theme of "Why Winter". With the seasonal characteristics becoming more and more obvious, the content also changes, and the wall layout is gradually enriched. The environment of this class is strongest in winter. The children in Class Two are lively and active, and love sports. When winter comes, they first carry out the theme of "We love sports".
2. Dynamic game environment
In the game environment, the release of game materials also presents a dynamic process. Take the middle-class game clothing street as an example. When the autumn theme is implemented, the clothing street is also full of autumn. Children decorate belts and hats with various leaves and seeds, and make bracelets and other decorations from the seeds. In the implementation of the theme of "Grandpa's Gift in Winter", the children presented their own works of art: printed scarves, hats and so on. Go to the game area.
* * * The dynamic of enjoying the game is also reflected in the dynamic of providing materials during recess. For example, in the art activity "Scarves for Printing and Dyeing" with the theme of "Grandpa's Gift in Winter", teachers in each class can make appropriate and different target positioning according to the characteristics and actual level of children in their own classes. Some classes pay attention to symmetry, some classes pay attention to color, and some classes have different printing and dyeing methods, so children's works are different. When children participate in the game, they see not only their own handmade works, but also the handmade works of many children of their peers and parallel classes. The richness of game materials affects the beauty of children. Under the guidance of teachers, they will actively learn and explore new production methods and participate in the game more actively.
Second, promote the dialogue between the environment and children, and reflect the subjectivity.
1. Pay attention to the whole and provide children with opportunities to express themselves.
This is the concept we have always adhered to in environmental creation. Every time there is an activity, teachers always want to show their best side to their peers, but we must put our children first. In the exhibition, we were asked to show all the children's works. If space does not allow, the teacher will try to solve it by overlapping pages, grouping and batch rotation. In this process, the listed works are not static. For example, regional games have children's new works every day. Many works are extensions of teaching activities, which are more realistic than the works in teaching activities, and can stimulate children's innovative consciousness well, so that children can play a greater role on the original basis. Therefore, these works will gradually replace the works in teaching activities. Children with strong ability will move towards higher goals, while children with weak ability will study hard. With the encouragement and guidance of teachers, the talking wall will be more dynamic.
2. Strengthen the guidance and excavation, and give play to the diversified education of wall layout.
After the wall decoration is put on the wall, the teacher will often guide the children to see and talk more in their spare time, give full play to the kinetic energy of the wall decoration, and promote the children's development in many aspects. If we stop here, it seems that there is a lot of educational significance missing. How can we dig deep into the value of education? For example, the theme of the middle class is "lovely animals". A child went to Shanghai Wildlife Park and brought many pictures of animals he took. When these photos are posted on the wall, the children will point and talk to Kan Kan whenever they have time. The most concerned children are the lioness and a few cute newborn lions. When they saw their cubs eating their mothers' milk, they began to guess whether other animals grew up eating their mothers' milk. Some children think not. After discovering children's worries, the teacher encouraged children who had been to the zoo to introduce their lives in other animals in the zoo first, and at the same time designed a questionnaire for children and parents to find, ask and check together: "Which animals were just born and grew up eating their mothers' milk?" "Such an environment not only helps children to recall experiences, expand relevant experiences, provide opportunities for language exchange, but also broaden their thinking and knowledge.
Third, tap parents' resources and reflect interaction.
1. Material and experience support
In a rich theme environment, it is the most common practice for parents to bring some waste items. We advocate daily accumulation, or inform parents of the materials to be collected one week in advance, so as to give parents enough time. Because children in primary and secondary schools are young, we suggest that parents record their children's activities with cameras or paintings, or bring the items collected in the activities into the park, and display these vivid photos and items on the walls of the classroom, so that children can stay and communicate after class and dinner ... and promote the interaction between teachers and students. For example, while carrying out the theme activity "Interesting Insects", in order to combine our theme activity "Interesting Insects" and cultivate children's interest in exploring animals, parents and children collect pictures of insect tails and how to use them together to make books. Since the activity was launched, it has received strong support from parents. Parents helped us collect a lot of information and pictures of insects and collect information through various channels. * * * Coupled with the creation of the environment, the richness of these materials has greatly exceeded the scope and vision of the teacher-oriented setting environment, and the rich environment has greatly attracted children to learn independently. At the same time, let children master the methods of collecting information from various channels in the process of collection.
2.*** Participate in activities together
Let parents directly participate in the layout of wall decoration. Many classes have set up parent-child columns or interactive columns. Children and parents who like handcraft will always take it to the kindergarten for everyone to see when they finish a proud work. Therefore, the parent-child column provides a small world for children and parents and friends. Considering that parents are busy with their work, some classes will hold some small parent-child production competitions around the progress of theme education after school or on Saturday morning. Kindergarten provides parents with scissors, glue, tape and other materials. Parents bring their own waste materials and bring their children to the park to participate in production activities. Teachers give appropriate guidance. This form is very popular with parents, and children also benefit a lot from the activities.
In short, the environment, as an important educational resource, can be gradually generated, developed and improved with the development of children's activities. The creation of the theme wall environment no longer emphasizes external decoration such as "beautification, greening and purification", nor is it the physical labor of teachers alone, nor is it blindly imitating the fashion trends of others. We should aim at children's development needs, closely focus on educational objectives and teaching contents, give full play to children's main role, fully mobilize children's enthusiasm for participation, and create a theme wall environment that children love. Make it have a subtle influence on children's cognition and emotion, and let children's body and mind develop healthily, comprehensively and harmoniously!