Review and Reflection on How to Effectively Implement Kindergarten Theme Activities

Kindergarten theme activity is an activity in which children participate spontaneously, explore independently and express their own characteristics freely, and it is an independent activity with high participation and investment. In the new syllabus, the guiding ideology of "children-oriented and children's development needs-oriented" can be seen everywhere. Kindergartens should provide healthy and rich living and activity environment for children, meet the needs of children's development in all aspects, and make children get experiences beneficial to physical and mental development in a happy childhood. Kindergarten theme activities refer to educational and teaching activities organized around a central content (that is, theme) for a period of time. Its characteristic is to break the boundaries between disciplines and organically link all kinds of learning contents around a center, so that learners can get a more complete experience related to the center through the activities of this unit. It is a new type of activity that we imagine in teaching activities. It has its own unique characteristics: it has a core, a theme, and continuity and development. It is a learning activity that fully displays wisdom and personality, and it is really meaningful and valuable. Children change from passive learning to active learning, from receptive learning to inquiry learning, interest is stimulated and potential is developed. First, the significance of carrying out kindergarten theme activities 1, theme activities help children to learn consciously (1) Theme activities are activities that bring children's consciousness into play. In the new teaching concept, we feel more and more the important function and role of theme activities in early childhood education, which can not only promote children's conscious learning, but also help to carry out collective education and help children's systematic and sustainable development of learning, just as American psychoanalyst Erickson pointed out. Theme activities can stimulate children's initiative and consciousness in learning to the greatest extent, because in theme activities, teachers provide colorful types and materials for each child in time, and children can decide what to play, with whom, how to play and why to play according to the guidance of teachers, thus actively interacting with peers, toys and materials. Therefore, thematic activities are the best means to promote children's self-awareness, which enables children to maintain their enthusiasm for learning and desire to express themselves in the interaction with the surrounding environment and materials, and enable children to accumulate experience from activities. (2) Thematic activities provide space and time for children's conscious learning. Theme activities are helpful to children's conscious learning because they can make each child focus on a certain area or scope in space. In time, each child is required to learn at the learning speed required by the teacher, and the same operation content should be completed within a certain time range. Because of this, some famous children's education theorists point out the important role of theme activities in children's conscious learning in their theoretical viewpoints, and advocate that theme activities should be placed in a certain curriculum system, attach importance to the setting of the environment, advocate children's conscious participation and activities, advocate that children's development can be obtained in the process of interaction between their own activities and the environment, attach importance to exploring children's potential, and let children explore, gain experience and enrich knowledge under the guidance of teachers. 2. Thematic activities help to enhance the communication between children. When carrying out theme activities, children have equal status with each other and can communicate and discuss freely under the guidance of teachers. In this kind of communication and interaction, children are relaxed and maintain their independence. It not only supports children's practical ability, but also provides children with ways and methods to learn and learn to coordinate and help each other in practice. Therefore, cooperation and communication among children are very valuable educational resources. Teachers should seize the opportunity, adjust the theme in time, promote children's interaction, actively promote mutual communication between children, and guide children to learn consciously. 3. Thematic activities contribute to the development of teachers (1). Thematic activities enhance the purpose of teachers' organizing activities. The adjustment of planned theme activities makes teachers no longer preach to all children in the traditional sense, but children's communication partners. This kind of mutual communication between teachers and students plays an important role in improving the quality of theme activities and promoting the formation, development and improvement of children's quality. Theme activities provide teachers with opportunities to observe children, let teachers really understand children's habits and personalities, and enhance the purpose and planning of teachers' organization activities. (2) Theme activities can enhance teachers' awareness of children at any time. Theme activities respect the "people-oriented" learning principle, attach importance to the development of children's personality, pay attention to and study the ways of children's exploration and learning, make the activities closer to children's "nearest development zone", provide opportunities for each child to develop their potential, and make them surpass and gain new development in the activities. We often say that it is better to teach people to fish than to teach them to fish, but how to teach people to fish is a way of teaching and learning that we have been exploring. Therefore, tap the potential of each child, develop each child's intelligence, and let the children grow up healthily and happily. This is the voice of every educator. The adjustment of theme activities is an innovative work. If teachers want children to grow up in activities, they must always pay attention to children, create better and closer activities and educational content after understanding their interests, provide suitable materials and guidance for children, let children gain experience in continuous exploration and practice, and then show the colorful childlike world in their own way. Second, the implementation of kindergarten theme activities 1, teachers consider children's development characteristics and interests, and help children establish the theme content. The content of kindergarten theme activities is varied, which can be formulated by children themselves or by teachers according to established goals. No matter astronomy, geography, animals and plants, as long as children are interested, have development value and operational possibilities, they can all be used as the theme content of children's exploration. But teachers should help children build a content that is more suitable for them. For example, on the eve of National Day, our class launched a series of activities of "Love the Motherland". I found that children know too little about the motherland, and even some particularly important historical sites are vague. In this regard, I wonder if "loving the motherland" can continue as a theme activity? After the National Day holiday, the children talked about their holiday activities. They were full of interest and the atmosphere was quite active. There are always endless questions. After communicating with family members and partners, the children got some knowledge about the motherland, and then they all spoke enthusiastically in the "I love the motherland" activity. 2. The expansion of theme activities is determined by children's interests and needs. Attention should be paid to interest and demand in the expansion of theme activities. The preset specific activities focus on children's "games as the basic activities" to satisfy their desire to operate and participate in the experience. In the "exploratory theme project activities", themes are of interest to children, especially when they are produced and discovered anytime and anywhere in their life and study. Of course, there are also problems that they are eager to know or solve, and they should be included in the courses and activities in time. In such activities, what really matters is children's experience, and children's learning is closely linked to their real life. We know that in the "exploratory theme project activities", children's self-generated and self-explored topics are mostly things that children are interested in, phenomena that children find strange, and problems that children are puzzled, such as "How far can the lion's cry spread", "Interesting crab", "Turn around", "The secret of dinosaurs", "Does the snake have feet" and "Interesting cars". When children like and are interested in the theme and content of activities, they will mobilize all their wisdom to explore, discover and try, effectively assimilate the outside world and construct a new cognitive structure. The research of "exploratory theme project activities" gives us new enlightenment that kindergarten curriculum returns to children's life. Of course, forming a unique network diagram at the end of the activity is also icing on the cake. According to its branches, the form of network diagram can give perceptual life, such as trees, flowers, houses, leaves, waves, magic hats, underwater world, etc., making network diagram not only a landscape of kindergarten, but also let children, teachers and parents feel and share the joy of growth and success. Open and free exploratory theme project activities make children's thinking, words and deeds always active, while the harmony, equality and interaction between teachers and students inspire children to understand, discover and discuss with their peers. In the exploratory theme project activities, we have changed the single learning mode which focuses on group activities. Through a variety of ways, such as: group discussion according to needs and personality, data collection, field trip, learning to be a small reporter, taking notes, expressing freely, displaying works, sharing experiences, etc., let children find problems and find answers in colorful activities. For example, some children ask their parents to help them download information about "monkeys" from the computer in order to find all kinds of "monkeys"; Some collect information from newspapers and various magazines such as Animal Encyclopedia. Others asked their families to take them to Shanghai Wildlife Park-finally, * * * found more than 40 kinds of monkeys and learned about the characteristics and habits of some monkeys, which surprised the teacher. This kind of activity of * * * with the set and * * with the exploration has increased children's knowledge and broadened their horizons. In the process of collection and communication, children naturally understand the different characteristics of various monkeys. 3. Theme activities should be close to life and easy to operate (1). Life is the source of theme activities. Life contains rich educational resources, whether it is the establishment of children's daily routine, the cultivation of self-care ability, or the experience of living with teachers and peers, it is inseparable from children's life. Moreover, daily life contains a variety of values and meanings such as science, humanities, society and art, and "returning to the life world" has become the most ardent voice in education in recent years. Under the criticism of the knowledge world and the normative world, it is not only the premise of children's sustainable development, but also the right that children should enjoy as a living body to let tired and indifferent education return to a real, fresh and rich life and let it get the source of living water. Such as big class: delicious knowledge, I can play, arrogant fire, animal kingdom and other activities; The middle class has fun soil, interesting zodiac, and special me; I have two homes in a small class, which are delicious, a zoo, a nursery, a happy baby and so on. They all come from young children and are familiar to them. Through these tangible contents in real life, through these ordinary contents, ordinary contents, let children know that there are many kinds of knowledge in their original life, which can stimulate their feelings of caring and loving life. At the same time, these familiar contents are easy for children to reproduce their knowledge because of their rich perceptual experience. Therefore, in the related activities organized, children appear relaxed and their initiative and enthusiasm have been fully exerted. (2) Easy operation is the foothold of theme activities, and theme activities should also be convenient for children to actually operate, so as to reflect its value. For example, when I organized a large class of children to carry out the theme activity "More delicious knowledge", I launched a sub-project activity "Bao jiaozi". The teacher asked the children to introduce one by one how adults package jiaozi at home. Because these are related to children's lives, it is also convenient for children to actually operate. Before, parents must have helped their children explain the specific practice of Bao jiaozi, so they were full of energy and confidence when introducing them. Especially when kindergarten teachers are guiding Jiao Zi, the attention of children and audience and the pride and confidence of introducers are self-evident. Teachers don't need to waste unnecessary words. Children know all the methods of jiaozi. In this process, every child has the opportunity to speak and express freely, exercise his own ability and improve his oral expression ability. Then the teacher asked the children to try to knead the dough by themselves. Because of the introduction just now, children have some understanding of how to knead dough. Now kneading dough, children feel relaxed and eager to try, and their initiative and enthusiasm are fully reflected. The next step is to let the children try to package jiaozi. At this time, the children's enthusiasm for activities is completely released. At this time, what children need is enough time and space. It is also full of happiness and sense of accomplishment for children to see others package jiaozi; When I do it myself, I am full of curiosity and freshness. So this activity lasted about two hours, but the children never meant to end it. It can be seen that the teaching materials that are close to children's lives and convenient for children's practical operation can stimulate children's enthusiasm for learning. 4. Seize the opportunity of random education and educate children. Gesell believes that the life world is a pre-scientific, pre-given world, an intuitive and fundamental world, and a meaningful, valuable and real world. When children enter life, through direct contact and inquiry activities with the surrounding environment, children will gradually discover and feel the wonder and beauty of nature, and feel the interdependence between people and the environment, animals and plants, and animals and the environment; By devoting ourselves wholeheartedly to the activities of cherishing life and caring for the environment, we have gradually developed the feelings of cherishing natural resources and the initial consciousness of protecting the environment. As we know, children's learning takes place in daily life activities in many cases, and their learning is general, comprehensive and holistic. At noon in crisp autumn, organize children to go for a walk. When they saw some flowers, they kept asking, "What is this flower?" "Why is it different in color?" Flowers mean not only color but also beauty to them. It is difficult to distinguish botany, physics or aesthetics here. According to the children's questions, I extended a branch in the original network diagram Autumn Leaves Gone with the Wind, adding new content, and the children gained new knowledge and new discoveries. In the theme activities, the children's enthusiasm for participation is very high and they are bold. Sometimes limited by age, the ability to actively generate activities is not enough. This requires our teachers to walk into children's life world, listen to their voices, carefully observe children's performance in spontaneous and informal activities, discover and seize educational opportunities in time, generate valuable theme content, expand theme networks, and enrich and improve them. Circles are everywhere in our lives, and many objects are cleverly designed and constructed by taking advantage of their shape characteristics. Circle is closely related to our life, and we have created a theme network called interesting round baby. In practice, we can see that children are very interested in it, and their imagination and intelligence are displayed through various activities. We should pay more attention to children's daily life and the various development opportunities that daily life gives them. Pay attention to various values and meanings in daily life, pay attention to every doubt, difficulty and problem in children's daily life, and pay attention to every development process in children's daily life. 5, home cooperation, expand the theme content and innovate life, Mr. Chen Heqin once said, "Naive education is a very complicated thing, not a family can do it alone. It is not a kindergarten that can do it alone. It must cooperate with each other to get full results. " Kindergarten education and family education have their own advantages and disadvantages, which are irreplaceable. As long as kindergartens and families give full play to their respective advantages, they can make full use of these existing educational resources, maximize their functions, form educational synergy and promote children's development. The so-called home cooperation means that both kindergartens and families regard themselves as the main body to promote children's development. The two sides actively understand each other, cooperate with each other and support each other, and promote the physical and mental development of children through the two-way interaction between kindergarten and family. In many thematic network activities we practice, the cooperation of parents is indispensable. It is with the enthusiastic help and support of parents that our activities can be carried out smoothly and enriched day by day. For example, the theme of "I go to kindergarten" requires parents to let go and believe in our work, so that children can bravely face the new environment and new life. In the theme of autumn leaves floating, parents need to collect leaves and fruits with us and take their children out to look for autumn scenery during the holidays. In the theme of "interesting picture and text baby", waste bottles, waste boxes, lead wires, foam and so on. It is used to turn waste into treasure and create new works. In these activities, materials are provided, knowledge is prepared, and results are displayed. The acquired knowledge, experience and finished products can be applied to children's games and life, thus creating new life and new excitement. Let parents participate in children's activities, become children's partners in study and life, share the fun of life with children, and stimulate their enthusiasm for creating life. During this period of study and practice, I realized that "theme activities" are very compatible with the quality education we are implementing today, and cultivate students' innovative spirit and practical ability. It embodies a brand-new concept of early childhood development education in the current early childhood education reform, conforms to the trend of early childhood education reform, and emphasizes children's own exploration, so that children can learn to express themselves freely in the process of exploring the world. In future educational activities, we should study in practice, constantly study and reflect on our own education and teaching, and reorganize our knowledge and experience to adapt to new changes and needs. In addition, in education, we should minimize preset activities, create better conditions and provide materials, and guide children to generate activities related to life experiences, so as to meet the purpose of quality education and cultivate children's creativity as our educational goal. Let's work together, feel the children with our heart, and strive to pursue the highest level of education for children-with understanding and care for children, with charm and spirituality of personality, like looking for precious gold, we can discover and awaken the potential of children in a subtle way, so that education can vividly show the charm of human nature and love for children.