What issues should teachers pay attention to when guiding children to learn works?

1. Pay attention to the learning process and seize the best opportunity to intervene in guidance

Kindergarten area activities are a kind of independent activity for children. Teachers should focus on cultivating children’s active learning ability. Fully trust children and create the environment and conditions needed for children to actively learn. Only when it is difficult for children to continue exploring activities due to limitations in their own experience and abilities, will they be given certain support and help. This moderate support is very necessary to obtain the expected results of the activities. However, excessive support without principles will only encourage their passive dependence and suppress the development of their independence. Teachers should pay attention to and understand the learning process of children, understand the various difficulties faced by children, and be good at distinguishing which difficulties should be solved by the children themselves and which difficulties need the help of teachers, so as to grasp the best time to intervene in a timely and targeted manner. Provide a fulcrum of psychology and ability, so that they can rely on this fulcrum to successfully overcome difficulties and continue to explore and move forward in the established direction. For example, during regional activities, children play with magnets. The teacher provides many related operating materials, such as magnets of various sizes and a variety of magnetic and non-magnetic objects, hoping that the children can gain some perceptual knowledge of the properties of magnets through operations and arguments. . During the activity, the children used magnets to conduct various explorations with great interest, and excitedly exchanged their discoveries and opinions. After the children gain perceptual experience, the teacher considers how to set some questions in the materials to further guide the children to explore the properties of magnets. For example, provide operating materials: chopsticks, tweezers, spoons and magnets, as well as a plate of beans mixed with pins, so that children can explore what tools can be used to take out pins faster. When the children solved this problem, the teacher promptly provided the children with new materials (paperclips) and put forward new exploration requirements, that is, how to take out all the paperclips from the mineral water bottle at once. Compared with the previous task, this task is more difficult and needs to solve two main problems: first, the paper clips in the bottle must be connected into one; second, the paper clips connected into one must be sucked out at the same time using magnets. This new task is obviously more challenging and interesting. When a child uses a magnet to suck the connected paper clips in the mineral water bottle toward the mouth of the bottle, but is still unable to suck the paper clip out of the bottle and feels helpless, the teacher says, "Try again, suck up along which side of the bottle." "The paper clip will not fall off" was used to prompt the children to change their thinking angle and try again. The children soon found a solution. When the children experienced many twists and turns and finally failed to achieve their goals and lost confidence, the teacher said to them: "I will work with you to find a solution." This sentence undoubtedly gave them a kind of hope and made them regain their confidence. Have confidence. At the same time, the teacher also provided the necessary materials (magnets of different sizes and shapes) to solve this problem. It is under these circumstances that the child returns to solve the original problem and ultimately succeeds.

2. Master observation methods and determine corresponding guidance strategies according to characteristics

In the guidance of regional activities, teachers often unconsciously select content based on their own subjective imagination. The conception process ignores the needs of young children, resulting in the inability to meet the needs of young children's development. Children's development characteristics and needs are a basic basis for education. To educate children well, we must first understand children, and observing children is the basic method of understanding children. Teachers should pay attention to being calm, careful and patient when observing. Meditation means trying not to disturb the child's natural behavioral process and keeping a certain distance from it; carefulness means paying attention to capturing the meaningful information in the child's behavior and the time and background of its occurrence, etc., and making certain records as needed; patience means not Afraid of spending too much time, observation sometimes requires a certain period of time before we can obtain some valuable information. For example, observe small class children playing puzzles during regional activities: Honghong’s child first took out all five puzzle pieces from the bottom board and placed them on the carpet. Then she picked up a small house, looked at it carefully, and then used her eyes to move the puzzle pieces on the board. I searched back and forth until I was sure that I had found the right one and then put it in. In this way, I inserted the five small houses accurately one after another. The whole process only took 8 minutes. Little Lili also picked up a small house without looking at it. , I was going to put it into the first gap on the left, but it couldn't be put in. I moved it to the second one, but it still couldn't be put in. Then I moved it down until the fourth one was just inserted. She showed a knowing smile. , then picked up another small house, started from scratch, and placed them one by one on the bottom board. Finally, it was all completed, and it took 12 minutes; Dongdong, the kid, put down the bottom board of the puzzle piece, and he also That is, the roof of the house was facing down. He picked up a house and tried to insert it into the first gap. He found that it could not fit in, but he still pushed it in as hard as he could, but of course he failed in the end. The above cases illustrate that there are differences in children's learning styles. Regarding the thinking-type cognitive characteristics of Honghong's children in puzzles, if the materials do not have new requirements and they just repeat the existing experience, it will become a mechanical operation, and the children can only get functional happiness. There is no improvement in cognition. Lili, who completed the same task as Honghong, showed a completely different impulsive cognitive style. The guidance for such children is to learn to pay attention to the details of cognitive objects, and to analyze various possibilities before answering questions. Check the answers.

Therefore, simply reminding her to slow down will not be of much help. They may need some specific reminders to pay attention to visual stimulation and strategies, such as "Take a look and see if you can find its home directly." Compared with the previous two children, Dongdong has an obvious difference in ability level. If he turns a blind eye to his difficulties and does not provide timely and appropriate guidance and help, he may lose interest in the activity and give up. Of course, the focus of guidance should be to improve their perception of spatial orientation, such as providing some puzzle materials that highlight the characteristics of geometric figures and strengthening methodological guidance.

Individual cognitive differences in children's learning operations exist objectively. There are not only differences in levels, but also differences in methods. Educational strategies must also be different accordingly. Observation is the forerunner of education. Only by fully observing and understanding children, and determining corresponding guidance strategies according to the different characteristics of children, can educational guidance be better targeted, and only then can it be possible to truly adapt and meet the discovery needs of children.

3. Make the best use of the situation to promote the development of children's autonomous consciousness and abilities

The purpose of regional activities is not only to allow children to participate in activities that they are interested in, but also to increase knowledge and develop abilities in the activities. , and more importantly, it is to allow children to go through this process and promote the development of their independent consciousness and abilities. This is the fundamental purpose. Therefore, during guidance, teachers should give full and active support to children’s wishes and efforts for any independent activities (including the creation of the environment and the preparation of materials). For example: in regional activities, children put forward suggestions-"make fun chess". After discussion, "adventure chess", "travel chess" and "traffic chess" were born. Every piece of chess here is made by children who use the knowledge in their brains and give full play to their imagination and creativity on the basis of repeated understanding of the rules of chess activities. This example shows that during the process of independent activities, children not only develop their independent awareness, problem-solving abilities and various hands-on abilities, but also understand the characteristics of various materials, specifications, production methods and materials of various activity equipment. The connection between appliances, etc., has received the effect of not only knowing what it is, but also knowing why it is so.

4. Pay attention but not intervene, and provide space for children to communicate and learn with each other

In children’s regional activities, children not only interact with teachers and the environment, but also have interactions between children. Various interactive exchanges are beneficial to children's self-growth. For example, in the construction area activity, although Xiao Yu loves to learn, he still has difficulty inserting circles. Qiang Qiang on the side kindly points out his mistake and wants to help him insert it directly, but Xiao Yu insists on doing it by himself. The enthusiastic Junjun had to remind him from time to time. At this time, the guidance strategy that teachers should adopt is to pay attention but not intervene. Because the equal status between children makes it easy for them to communicate and discuss freely without restraint. In this kind of communication, children are both casual and maintain their own positions, and the language used in communication between children is the language that they can best understand each other. The effect achieved by such communication cannot be achieved by direct guidance of teachers. It not only plays a supporting role in children's regional activities, but also promotes children's social development. Therefore, the best strategy for teachers at this time is to remain silent and allow children to fully communicate with each other through silence. In this sense, the inaction strategy sometimes adopted by teachers is actually the greatest support for young children. Support for young children does not mean that teachers must do it themselves every time. Sometimes they can remain silent and let children communicate with each other and solve problems.

5. Organic integration to achieve the best benefits of teaching and development