How to Play the Educational Role of Environmental Creation
The new outline clearly points out that the environment is an important educational resource, and children's development should be effectively promoted through the creation and utilization of the environment. In modern society, people pay more and more attention to the importance of environment to preschool children's education, and fully realize that environment is the best and most natural first teacher for children; It can stimulate and encourage children's emotions and form active behaviors; A suitable environment can attract children to explore, think and participate in practice, thus opening the door to wisdom; It can also guide children to form various good habits in a natural and independent state. Yan Zhitui, an ancient educator, believed that the environment had a profound and lasting influence on children in a subtle way. Piaget, a Swiss psychologist, believes that human potential behavior is adaptability, and environment is one of the most important factors for children's development. Therefore, the environment plays an important and irreplaceable role in children's development. In the educational activities of kindergartens, environment, as a "hidden course", has been paid more and more attention to in developing children's intelligence and promoting children's personality. Then, it is precisely because the environment is children's daily contact that children's physical and mental development, social development and personality development are all affected by it. Therefore, how to give full play to the educational role of kindergarten environment creation has become a problem that our kindergarten teachers must think and study.
As far as the present situation of environmental construction in our garden is concerned, especially the wall decoration and corner layout, there are many problems such as teachers' hands and brains, children's hands and brains, teachers' imagination maps, children's imagination maps, fixed maps and changed maps. because
This kind of environment creation is based on teachers' ideas and wishes, regardless of children's interests, needs and existing development level, and only plays a beautification role, so the environment loses its educational value of influencing and promoting children's development. In view of this, I think that to give full play to the educational function created by kindergarten environment, we must fully understand the characteristics of children's physical and mental development, fully understand the educational value that environmental materials may contain, and guide children to interact with environmental materials in a scientific way. Prepare and use certain materials, create a kindergarten environment according to scientific principles, give play to the educational role of the environment, and promote the all-round development of children's body, intelligence, morality and beauty.
First, create an environment that triggers children's activities, so that children can learn to explore in an interesting environment.
Active is a child's nature. Children are interested in almost any dynamic environment. They always like to know the environment through their own activities and participate in it. Therefore, the kindergarten environment should be an environment that triggers children's activities. For example, posting various signs in every corner of regional activities can arouse children's interest in activities and post pictures of buildings, roads and houses. In the structural building area, using complete building blocks can stimulate children's desire to build. Children are more likely to have the desire to explore things that can be operated in the environment, changed by their own behavior or in a semi-finished state. Therefore, teachers should provide operable and multifunctional toy materials for children. For example, in the activity room, arrange a clipping corner and a small production corner for children to cut with rags, leaves, old beverage bottles, shells and other waste materials.
Paste, draw, spell, print, etc. Children play and do, create freely and promote imagination and creativity. At the same time, let children participate in the layout of the activity room and activity area.
Environment is a potential teacher, and a suitable and interesting environment is more likely to attract small class children to operate and explore. So everywhere, I pay attention to creating an interesting environment. For example, in the corner environment, I give full play to the functions of children's toy cabinets, desktops and cabinets, provide all kinds of interesting materials from children's lives, and encourage children to actively explore. In the sensory training area, all kinds of common dried fruits are packed in bottles for children to see and listen to, all kinds of spices let children smell and recognize, and the mysterious gifts in the treasure chest make children eager to touch and guess; In the calculation area, shoes and socks collocation, graphic collage, digital train, etc. Cleverly combine classification, counting and graphic discrimination; In the art area, the production of printing and dyeing paintings, cotton swab paintings, crayons, handicrafts and masons is linked to the class theme activities, so that children can explore, compare and try boldly.
Second, from the child's point of view, create an environment and provide material information from the child's point of view.
Children are happy to play and manipulate objects, and their cognitive ability is developed in the interaction with the environment. Children's age characteristics determine whether their understanding of the world is perceptual, concrete and vivid, and they often need the help of objects and actions. Therefore, it can be said that the physical environment is an intermediary and
Bridge. Therefore, we should strive to materialize the educational objectives and contents, and include the knowledge and experience that children expect to acquire in the material environment, so that children can acquire the most basic knowledge and experience in the constant interaction with the environment. The combination of wall layout plan, three-dimensional plan and physical objects fully embodies the intuitive role of children in understanding things, arouses their interest in learning, and enables them to master what they have learned in a happy and independent mood. For example, the wall layout of kindergartens, teachers can combine educational goals. Teachers and children use waste kraft paper, wheat straw, melon seed skin, corn straw, etc. And after cutting, pasting, coloring and spelling, a beautiful autumn theme map is formed. The wall layout of each class has changed the previous practice of cutting, pasting and painting by teachers, but used bark, leaves and pine cones picked up by teachers and students. Together, a fruitful fruit tree was "moved" to the wall of the activity room. Not only vivid image, beautify the activity room, but also turn waste into treasure. It also provides opportunities for children to use their hands and brains in the operation process. The children's love for nature has been sublimated here, and at the same time, it has satisfied the children's desire to feel and understand autumn and experience its characteristics personally.
In order to give full play to the educational role of the environment, we also pay attention to the experience of children participating in the process of creating the environment. The purpose of environment creation is to trigger and support the positive role of children and the surrounding environment, and to give play to children's thinking and creative ability. Therefore, today's kindergartens should pay attention to providing children with excellent opportunities to acquire new knowledge, new experiences and exercise their hands-on ability, and also let children feel kind and satisfied with the environment arranged by themselves and with their brains. Teachers should not focus on "how I want to decorate, how I want to create", but on "how can I inspire,
Guide and support children to participate, how children participate, and what conditions I can provide. This kind of participation is a process in which teachers purposefully and systematically follow the age characteristics of children and organize children to participate in the design, collection and preparation of materials, arrangement, operation and management.
Third, fully understand the educational value contained in environmental materials.
At present, some teachers do not really consider the problem from the children's interests and needs when arranging the environment and preparing materials, but rely on their own subjective judgment and speculation, which is blind to some extent; At the same time, the setting of the environment and the transmission of materials are rarely considered to achieve educational purposes, so it is impossible to effectively guide children to develop to a higher level, and the educational value of the environment cannot be reflected.
In order to effectively use the environment to promote children's development and guide children's interaction with the environment, we must understand the educational value of each activity and each material. For example, building blocks are the most common materials in kindergartens, and children can get in touch with them in structured play areas. Children can acquire knowledge of the color, shape and size of building blocks through observation; Using building blocks to operate can develop children's small muscle movements and hand-eye coordination ability, understand various geometric shapes, cultivate children's initial artistic modeling ability and perfect ability, and actually understand physical concepts such as center of gravity and balance. Another example is the soil in the flowerpot in the natural corner. We can guide children to carry out perceptual activities, let them know that there are water, air, humus and other components in the soil, and initially understand the soil suitable for plant growth.